^  *  »«%%( ^„„. 


»< 


Shelf. 


'••'•>. 


PRINCETON,    N.    J. 


BV  1559.54  .W67  1881 
Worden,  James  Avery,  1841- 

1917. 
The  Westminster  normal  class 

outlines 


% 


yjQrmiuJUCu 


iL  m. 


)  ,x 


-\j>^^ :   •  '    -y 


K 


THE 


WESTMINSTER  NORMAL  OUTLINES; 


THE  CHRISTIAN  TEACHER 


THE   SABBATH-SCHOOL. 


MIDDLE  COURSE. 


BY  THE 

Rev.  JAMES  A.'WORDEN. 


"  Go  ye  therefore  and  teach  all  nations." — Matt,  xxviii.  19. 

"We  are  bound  to  cast  the  minds  of  youth 
Betimes  into  the  mould  of  heavenly  truth, 
That,  taught  of  God,  they  may  indeed  be  wise, 
Nor,  ignorantly  wandering,  miss  the  skies." — Cowper. 


PHILADELPHIA  : 
PRESBYTERIAN  BOARD  OF  PUBLICATION, 

13.'U   CHESTNUT  STREET. 


itrf 


INTRODUCTION, 


The  Church  to-day  is  making  provision  to  commit  the 
things  which  it  has  learned  of  God  "  to  faithful  men  who 
shall  be  able  to  teach  others  also."  Already  is  the  Church 
training  its  teachers  for  Sabbath-school  work.  Hundreds 
of  Normal  Classes  are  in  operation,  using  as  their  text-book 
the  Junior  Course  of  these  Outlines. 

Attention  is  called  again  to  the  action  of  the  General  As- 
sembly of  1879  as  an  indication  of  the  interest  of  the  Church 
in  Normal-Class  work.  This  second  volume  pursues  the 
same  general  plan  approved  by  that  Assembly. 

That  plan  was  based  on  the  fact  that  the  two  factors  in  the 
teacher's  preparation  iire  a  knowledge  of  the  Bible  and  a 
knowledge  of  how  to  teach  the  Bible,  or  of  what  to  teach 
and  how  to  teach. 

General  Plan. 

In  this,  our  Middle  Course,  the  lessons  on  Bible-study  are 
kept  together  in  Part  First,  and  those  on  Bible- teaching  in 
Part  Second.  This  change  in  the  grouping  of  the  lessons  is 
not  designed  to  separate  the  two  elements  in  actual  class- 
work,  but  merely  to  keep  together  subjects  of  the  same  kind 
for  convenient  reference.  Each  Normal-Class  recitation 
should  combine  a  lesson  from  the  first  part  with  a  lesson 
from  the  second  part.  Thus  the  matter  and  method  of 
teaching  will  be  acquired  together,  each  will  add  interest  to 
the  other,  and  the  recitation  will  be  enlivened  by  variety.* 

*  For  suggestions  to  conductors  and  students  of  Normal  Classes,  see 
these  Outlines,  .Junior  Course,  pp.  5-7. 

1  *  0 


6  INTRODUCTION. 

Plan  of  Part  First. 

The  Junior  Course  briefly  outlined  the  four  Gospels. 
Where  that  Course  closed,  Part  First  of  this  volume  re- 
sumes the  study  of  the  New  Testament.  Part  First  con- 
sists of  Biographical  Outlines  of  the  four  principal  apostles, 
Peter,  Paul,  James  and  John.  It  takes  up  their  writings  in 
the  order  of  time  and  with  the  circumstances  of  their  com- 
position. The  advantages  of  studying  the  Scriptures  in  this 
consecutive  manner,  and  by  means  of  personal  centres,  are 
increased  by  the  tendency  just  now  to  confine  the  attention 
to  isolated  passages  of  the  Word. 

Part  First  of  this  Middle  Course  takes  up  the  remaining 
books  of  the  New  Testament,  giving  to  each  a  brief  intro- 
duction. 

Part  Second 

consists  of  lessons  which  can   be  divided  into  four  general 
topics.   This  grouping  of  the  lessons  is  made  for  convenience. 

I.  The  Teacher  Qualified. 

1.  His  Helper — the  Holy  Spirit. 

2.  His  Divine  Vocation. 

3.  His  Personal  Character. 

4.  His  Motives. 

5.  His  Training. 

6.  His  Training. 

II.  The    Teacher's   General    Methods   of   Class- 
work. 

7.  Lesson  or  Lecture — Which  ? 

8.  How  to  awaken  Interest  in  Study. 

9.  Study  Out  of  School. 

10.  Negative  Rules  of  Method  and  Manner. 

11.  Difficulties — How  to  Overcome  them. 


INTRODUCTION.  7 

12.  Sabbath-school  Order. 

13.  Visible  Illustration. 

14.  Map-Sketching. 

III.  The  Teacher's  Special  Methods. 

15.  The  Teacher  Dealing  with  Inquirers. 

16.  The  Teacher's  Week-day  Work. 

17.  Bible-Study  at  Home. 

18.  Fitch's  Kules. 

19.  The  Teacher's  Art  of  Putting  Things. 

20.  Fitch's  Eules. 

21.  Attention. 

22.  Conditions  of  Attention. 

IV.  General  Suggestions  to  Workers. 

23.  Cultivation  of  Memory. 

24.  Attendance  of  the  Scholars  at  Church. 

25.  Order  of  Exercises. 

26.  Spiritual  Earnestness. 

27.  The  Catechism. 

28.  Temperance  Work  among  the  Young. 

29.  Adult  Classes. 

30.  Primary  Classes. 

31.  Careless  Scholars. 

32.  The  Superintendent. 

33.  The  Superintendent. 

In  discussing  these  topics  the  aim  has  been  to  condense  as 
much  help  as  possible  within  the  limits.  The  lessons  are 
outlines,  not  treatises.  They  are  intended  as  suggestive 
plans  to  be  filled  out  by  teachers  and  students.  They  are 
not  written  with  the  design  of  instructing  learned  and  ex- 
perienced workers,  but  as  a  text-book  for  young  teachers 
and  those  expecting  to  teach. 


8  INTRODUCTION. 

I  desire  to  express   my  obligations  to  the   Rev.  Geo.  T. 
Purves,  of  Baltimore,  for  his  counsel  and  scholarly  help. 
Mr.  Purves  is  the  author  (in  Part  First)  of — 
Lesson  XIII. — The  Judaistic  Controversy. 

"     XVII. — Paul's  Third  Missionary  Journey. 
"       XIX. — First  and  Second  Corinthians. 
"         XX. — Paul's  Arrest  and  Imprisonment. 
"       XXI.— Paul  in  Rome. 
"     XXII.— Paul's  Last  Years. 

"   XXIIL— The  Work  and  Character  of  Paul,  and 
the  Chart  of  the  Principal   Doctrines 
taught  by  the  Apostles. 
Every  one  who  reads  these  Lessons  will   agree  with  me 
that  Mr.  Purves  proves  himself  a  most  accomplished  stu- 
dent of  New  Testament  criticism. 

Many  thanks  are  due  Mr.  James  L.  Hughes,  Inspector  of 
Public  Schools,  Toronto,  Canada.  He  has  generously  con- 
tributed Lesson  XIV.,  Map-Sketching,  and  Lesson  XXII. , 
Cultivation  of  the  Memory,  in  Part  Second.  He  has  also 
rendered  other  valuable  assistance. 

I  am  conscious  of  the  many  imperfections  of  this  little 
volume.  It  has  been  laboriously  written  under  the  pressure 
of  many  and  varied  cares  and  journeys,  yet,  imperfect  as 
it  is,  I  thank  God  that  he  has  enabled  me  to  finish  it.  I 
send  it  forth,  imploring  the  Father  of  all  wisdom  to  deign 
to  use  it  for  the  assistance  of  his  faithful  children  in  their 
teaching  labors  for  Christ. 

JAMES  A.  WORDEN. 
March  22,  1881. 


WESTMINSTER  NORMAL  OUTLINES, 


MIDDLE   COURSE. 


FA^RT    FIRST 


LESSON   I. 

THE  APOSTOLIC  AGE,   ITS  IMPORTANCE  AND  ITS  RELA- 
TIONS;   METHOD  OF  STUDY. 

The  Apostolic  Age  includes  the  Lives  and  Writings  of  the  Apostles. 
The  Gospels  of  Matthew  and  John,  though  written  by  Apostles, 
are  treated  as  Gospel  History,  and  not  as  belonging  to  the  Apos- 
tolic Age. 

I.  Importance. 

1.  The  history  and  literature  of  the  apostolic  age  consti- 
tute the  larger  portion  of  the  New  Testament.  The  New  Tes- 
tament is  the  first  and  most  important  part  of  the  Bible  to 
he  studied  by  the  teacher;  see  Heb.  i.  1,  2.  This  age  gives 
twenty-three  books  of  the  new  dispensation,  viz.,  A.,  R.,  1  C, 
2  C,  G.,  E.,  P.,  C,  1  Th.,  2  Th.,  1  T.,  2  T.,  T.,  P.,  H.,  J.  ,1  P , 
2P.,  IJ.,  2J.,  3J.,  J.,  R.* 

2.  The  apostolic  age  furnishes  the  inspired  discussion  and 
decision  of  the  principles  underlying  all  the  (piestions  which 

*  The  hooki^  are  <lesignHterl  l)y  their  initials— A.  for  Acts,  etc. 

9 


10  WESTMINSTER  NORMAL   OUTLINES. 

have  sprung  up  in  the  Christian  centuries — e.  g.  justification 
by  faith,  good  works,  right  and  expediency,  churcli  govern- 
ment, etc. 

3.  It  especially  contains  the  models  of  all  missionary  op- 
erations, and  of  all  the  work  of  instructing  and  training 
churches.  It  shows  us  the  first  establishment  and  extension 
of  the  Christian  Church  under  supernatural  divine  guid- 
ance. 

4.  As  individual  members  of  Christ's  Church  we  have  a 
personal  interest  in  this  age.  We  receive  salvation  through 
Christ's  word  by  the  mouth  of  apostolic  men.  We  "are 
built  upon  the  foundation  of  the  apostles  and  prophets,  Jesus 
Christ  himself  being  the  chief  corner-stone." 

5.  This  age  requires  our  study  because  of  the  difficulties 
found  in  its  writings.  The  diligent  labors  of  Christian  schol- 
ars for  eighteen  centuries  have  not  cleared  up  all  these  diffi- 
culties. Still  are  Peter's  words  of  Paul's  Epistles  true : 
"  In  which  are  some  things  hard  to  be  understood,  which 
they  that  are  unlearned  and  unstable  wrest,  as  they  do  also 
the  other  Scriptures,  to  their  own  destruction." 

II.  Relations. 

1.  The  relation  of  the  apostolic  age  to  the  })eriod  of 
Christ's  life  is  analogous  to  the  relation  of  the  Spirit  to  the 
Son.  Both  Spirit  and  Son  are  one.  Christ  in  his  earthly 
life  visibly  wrought  and  taught  through  his  human  nature. 
In  the  a])Ostolic  age  "  this  same  Jesus  "  works  and  teaches 
through  the  Spirit.  This  produces  the  unity  of  the  New 
Testament. 

In  Progress  of  Doctrine  in  the  New  Testaineut,  by  Bernard  (which  every 
student  should  carefully  read),  page  104,  we  have  this  sentence  written  of 
the  book  of  Acts:  "It  is  a  record  of  the  personal  action  of  the  Lord 
.lesus  Christ  in  the  first  evolution  of  his  gospel  and  formation  of  his 
rhurch." 


THE  APOSTOLIC  AGE.  U 

This  is  true  not  only  of  tlie  Acts,  but  of  all  the  apostolic  writings,  and 
it  aflfords  the  keynote  to  the  entire  history.  Jesus,  who  "  began  to  do  and 
to  teach  "  in  the  Gospels  (see  Acts  i.  1 ),  continues  to  do  and  to  teach  through- 
out this  age.  He  promised  his  apostles  so  to  do :  "I  will  come  to  you." 
80  we  find  that  the  aimstles  api)ealed  to  him  to  designate  the  successor  of 
•Judas.  Acts  i.  24. 

When  the  Spirit  came  at  Pentecost,  Peter  said  (Acts  ii.  33),  "This 
Jesus  .  .  .  hath  shed  forth  this,  which  ye  now  see  and  hear."  Christ  sends 
Philip  to  the  Ethiopian  proselyte  (Acts  viii.  26)  and  Peter  to  Cornelius 
(Acts  X.),  and  receives  his  first  martyr  Stephen.  Christ  himself  converts 
Saul,  calls  him  by  name,  sends  Ananias  to  him,  commissions  him  as  the 
apostle  to  the  Gentiles  (Acts  ix.,  and  xxii.  17,  18,  21).  He  guides  Paul 
to  Europe,  appears  to  him  at  Corinth,  at  Jerusalem  and  on  board  the  ship 
in  the  storm.  Paul  declares  that  he  received  his  gospel  directly  from 
Christ  (Gal.  i.  1,  12;  also  1  Cor.  xi.  23).  The  book  of  Eevelation  is  full 
of  the  words  and  acts  of  the  risen  Redeemer, ''  who  walks  amidst  the  golden 
candlesticks."  The  apostolic  age  is  filled  with  the  divine  authority  and 
manifestation  of  Christ  as  truly  as  is  the  Gospel  history. 

2.  The  Gospel  history  is  the  foundation,  the  apostolic  his- 
tory and  writings  are  the  building.  Tholuck  says,  "In  di- 
recting our  inquiry  first  of  all  toward  the  relation  in  which 
the  Epistles  stand  to  the  other  component  parts  of  the  New 
Testament,  we  find  that  both  the  Old  and  the  New  Testa- 
ment have  been  arranged  by  divine  wisdom  after  one  and 
the  same  plan.  All  the  revelations  of  God  to  mankind  rest 
upon  history.  Therefore  in  the  Old  as  well  as  in  the  New 
Testament  the  history  of  the  deeds  of  God  stands  first,  as 
being  the  basis  of  holy  writ ;  then  follow  the  books  which 
exhibit  the  doctrines  and  internal  life  of  the  men  of  God 
(in  the  Old  Testament  the  Psalms,  the  writings  of  Solomon, 
etc.,  and  in  the  New  Testament  the  Epistles  of  the  apostles) ; 
finally  there  follow  in  the  Old  Testament  the  writings  of 
the  prophets,  whose  vision  extends  into  the  times  of  the  New 
Testament ;  and  at  the  conclusion  of  the  New  Testament 
stands  its  only  prophetic  work,  the  Revelation  of  John." 

3.  It  is  the  relation  of  grapes  to  a  vine.     The  graces  of 


12  WESTMINSTER  NORMAL    OUTLINES. 

the  apostles,  their  preaching  and  labors,  were  the  first-fruits 
ripened  from  the  life  of  Christ,  his  death,  his  atoning  blood, 
his  risen  power.  The  sap  of  the  Gospels  comes  forth  in  the 
lives  of  the  apostles. 

4.  It  is  the  relation  of  a  commentator  to  a  writing,  or  of 
an  expounder  to  a  doctrine.  The  Gospels  give  us  the  story  of 
Jesus ;  the  Word,  who  was  in  the  beginning  with  God,  who 
was  God,  who  made  all  things,  and  without  whom  nothing 
was  made,  has  become  flesh.  He  has  taught  wonderful 
truths  in  wonderful  words ;  he  has  wept  and  prayed  ;  he  has 
agonized  and  has  hung  upon  the  cross ;  he  has  risen  and  as- 
cended to  where  he  was  before. 

What  did  it  all  mean  ?  What  kind  of  a  Church  did  he 
intend  to  build?  What  are  men  to  do  to  be  saved  by  him? 
How  shall  we  make  known  to  others  his  salvation?  The 
apostolic  age  explains  all  this.  In  it  our  Lord,  who  had 
many  things  to  say  which  his  apostles  could  not  bear  before 
his  ascension,  now  reveals  them  by  his  Spirit.  Our  Lord 
completes,  perfects,  defines  and  applies  his  own  doctrines. 
These  books  "  contain  the  development  by  the  Lord,  through 
his  Spirit,  of  the  doctrines  and  ethics  taught  by  Christ  per- 
sonally.'^ 

(See  Westminster  Normal  Outlines,  Junior  Year,  page  11.) 

5.  To  the  rest  of  the  Bible  the  writings  of  the  apostolic 
age  are  as  a  pinnacle  to  a  temple.  They  are  the  highest  part, 
the  crown  and  glory  of  the  Scriptures.  They  complete  the 
entire  revelation  of  God,  and  to  them  nothing  is  to  be  added. 

III.  Method  of  Study. 

Our  method  of  studying  apostolic  history  and  literature, 
or  the  apostolic  age,  shall  be  by  biographical  outlines  of  the 
history  and  writings  of  the  four  princijial  apostles — Peter, 
Paul,  James  and  John. 


THE  APOSTOLIC  AGE.  13 

1.  These  four  are  not  only  the  principal  apostles,  but  the 
only  ones  of  whom  we  have  extended  accounts  in  Scripture. 

2.  As  four  evangelists  wrote  the  life  of  our  Lord,  so  these 
four  apostles  wrote  the  remaining  books  of  the  New  Testament. 
AVe  omit  in  this  sentence  the  brief  Epistle  of  Jude.  Guericke, 
Neander,  Schmid,  Schaff,  compare  Matthew  with  James,  Mark 
with  Peter,  Luke  with  Paul,  and  the  evangelist  John  with 
John  the  writer  of  the  Epistles. 

3.  An  enthusiastic  interest  in  the  subject  of  introduction 
to  the  writings  of  the  apostles  can  be  best  awakened  and 
maintained  by  the  study  of  their  lives  and  characters. 

4.  As  the  greater  part  of  these  writings  is  made  up  of 
Epistles,  which  were  occasioned  by  events  in  the  apostles' 
lives,  and  by  the  circumstances  of  the  churches  to  which 
they  were  addressed,  the  best  introduction  to  these  writings 
is  a  thorough  knowledge  of  those  events  and  circumstances. 
Hence  the  value  of  such  works  as  the  Life  and  Epistles  of 
St.  Paul,  by  Conybeare  and  Howson,  and  the  similar  though 
inferior  works  of  Farrar  and  others. 

Self- Test. 

Write  out  in  your  ov:n  words  ansivers  to  the  following  questions,  and  hand  to  the 

leader. 

1.  State  the  subject  of  this  lesson. 

2.  Give  several  considerations  showing  the  importance  of  studying  the 
apostolic  age. 

3.  What  is  the  relation  of  apostolic  history  and  literature  to  Gospel  his- 
tory? 

4.  Run  a  parallel  between  the  general  structure  of  the  Old  Testament 
and  that  of  the  New  Testament. 

5.  What  is  our  method  of  studying  the  apostolic  age  ? 

6.  Give  the  advantages  of  this  method. 

2 


14  WESTMINSTER  NORMAL    OUTLINES. 

LESSON   II. 

THE  APOSTLE  PETER. 

Questions  for  Independent  Study, 

Note. — It  is  expected  that  each  student  shall  find  answers  to  these  ques- 
tions from  the  Bible  without  recourse  to  the  other  portion  of  the  Outlines. 
Use  the  Concordance  or  Bible  Text-Book,  under  the  word  Peter.  Consult 
the  Bible  Dictionary.  Eeduce  such  answers  to  writing.  Then  compare 
your  own  answers  with  the  Outline.  These  questions  can  all  be  answered 
from  the  accounts  in  the  Gospels  and  Acts  i.-xii. 

1.  Why  should  we  take  up  the  study  of  Peter  first  f 

2.  Collect  the  facts  of  his  life  before  he  was  brought  to 
Christ. 

3.  Also  the  facts  concerning  his  calling  by  Christ. 

4.  Narrate  the  facts  of  his  companying  with  Jesus. 

5.  Give  Peter's  actions  during  the  last  Passover. 

I.  Peter's  Preparation. 

1.  His  father  was  Jonas  (Matt.  xvi.  17;  John  i.  42;  xxi. 
16).  His  birthplace,  Bethsaida,  was  a  village  on  the  coast 
of  Lake  Gennesaret  (John  i.  44).  He  was  the  brother  of 
Andrew  (Matt.  x.  2;  /ohn  i.  41).  Simon  possessed  a  home 
in  Capernaum  (Matt.  viii.  14;  Luke  iv.  38),  where  his  wife 
dwelt.  Both  he  and  Andrew  were  fishermen  (Matt.  iv.  18; 
Mark  i.  16;  Luke  v.  2). 

2.  Simon,  who  had  been  a  disciple  of  John  the  Baptist, 
was  first  introduced  to  Christ  by  Andrew.  Jesus  at  his  first 
interview  surnamed  him  Cephas,  or  Peter  (John  i.  41,  42). 
As  the  word  literally  means  a  "  stone,"  this  new  name,  given 
by  the  Searcher  of  hearts,  described  the  strength  and  resolute 
boldness  of  Simon's  natural  character,  and  foretold  tlie  spir- 
itual strength  and  courage  which  afterward  should   ho   h:s, 


THE  APOSTLE  PETER.  15 

and  which  should  be  a  rock- foundation  for  the  Church. 
There  can  be  little  doubt  that  Peter  was  one  of  the  disciples 
who  attended  Jesus  during  the  early  Judean  ministry  down 
to  Christ's  arrival  in  Galilee  (John  ii.  2,  12,  17;  iii.  22;  iv. 
2,  8,  33).  When  Jesus  entered  on  his  Galilean  ministry 
Peter  and  the  others  returned  to  their  occupation  as  fisher- 
men. From  this  Jesus  called  Peter  (with  Andrew,  James 
and  John),  first  to  be  his  constant  companion  and  witness 
(Matt.  iv.  15-22;  Mark  i.  16-20;  Luke  v.  1-11),  and 
afterward  to  be  an  apostle  (Matt.  x.  2-4;  Mark  iii.  13-19; 
Luke  vi.  12-19).  In  the  four  lists  of  the  names  of  the 
apostles  Peter  always  is  mentioned  first  (Matt.  x.  2 ;  Mark 
iii.  16;  Luke  vi.  14;  Acts  i.  13).  From  that  time  Peter  is 
not  only  a  devoted  follower,  a  chosen  apostle  of  Christ,  but 
the  Leader  of  the  Apostles  (Matt.  xvi.  16, 18, 19;  xvii. 
24;  Acts  i.  15;  ii.  14;  viii.  14;  x.  5). 

3.  The  incidents  in  his  companying  with  Jesus  between 
his  call  and  the  arrival  in  Bethany,  March  30,  A.  D.  30,  are 
briefly  these : 

(1)  Peter's  failure  to  walk  on  the  sea,  which  taught  him 
his  own  weakness  (Matt.  xiv.  28-30). 

(2)  His  clear  confession  of  the  Messiahship  of  Jesus  at 
Capernaum  (John  vi.  67-69). 

(3)  His  still  nobler  confession  at  Csesarea  Philippi  (Matt. 
xvi.  13-20;  Mark  viii.  27-30;  Luke  ix.  18-22). 

(4)  His  affectionate  but  rash  resistance  of  Christ's  predic- 
tion of  the  cross,  and  his  own  sharp  rebuke  (Matt.  xvi.  21- 
23;  Mark  viii.  32,  33). 

(5)  Finds  the  stater  in  the  fish's  mouth  (Matt.  xvii.  24- 
27). 

(6)  The  intimate  friendship  of  Jesus,  which  Peter  shared 
with  John  and  James,  at  the  raising  of  Jairus'  daughter 
(Mark  v.  22-43;   Luke  viii.  41-56);  at  the  Transfiguration 


IB  WESTMINSTER  NORMAL    OUTLINES. 

on  Mount  Hermon  (Matt.  xvii.  1-9;  Mark  ix.  2-10;  Luke 
ix.  28-36) ;  and  during  the  agony  in  Gethsemane  (Matt.  xxvi. 
36-46;  Mark  xiv.  32-41 ;  Luke  xxii.  39-46). 

4.  The  conduct  of  Peter  during  the  period  of  the  last 
Passover  shows  that  with  his  devotion  to  his  Master  there 
yet  mingled  a  boasting  self-reliance  and  a  yielding  to  sudden 
temptation.  With  John,  Peter  prepared  the  Passover  (Luke 
xxii.  8-13).  At  the  table  Peter  at  first  refused  to  allow 
Jesus  to  wash  his  feet,  then  went  to  the  other  extreme  (John 
xiii.  8,  etc.).  He  confidently  boasted  that  all  others  might 
forsake  Jesus,  yet  would  not  he,  though  he  should  die  with 
his  Lord  (Matt.  xxvi.  35;  John  xiii.  37,  38).  In  his  own 
strength  he  attempted  to  defend  Jesus  with  his  sword  (John 
xviii.  10,  11).  He  followed  afar  off  (Matt.  xxvi.  58).  He 
thrice  denied  his  Lord  during  the  trial  (Matt.  xxvi.  31-35, 
69-74).  When  Jesus  turned  and  looked  on  him  Peter  went 
out  and  wept  bitterly  (Matt.  xxvi.  75  ;  Mark  xiv.  72 ;  Luke 
xxii.  61). 

5.  With  John  he  ran  to  the  sepulchre  on  the  resurrection 
morning  (John  xx.  3-10).  The  Lord  appeared  unto  Peter 
before  the  other  apostles  (Luke  xxiv.  34;  1  Cor.  xv.  5). 
He  was  restored  to  the  apostolic  office  at  the  Sea  of  Tiberias 
(John  xxi.  1-22),  where  he  also  received  a  prediction  of  his 
destiny. 

All  these  Experiences  of  Peter  were  Overruled 
BY  God  as  a  Divine  Training  for  his  great  Work. 

Test- Problems, 

1.  What  are  the  three  interpretations  of  Matt.  xvi.  18,  19? 

2.  Which  do  yon  regard  as  the  true  one  ?     Give  your  reasons. 

3.  What  events  in  Peter's  life  before  Pentecost  are  omitted  in  the  above 
account  ? 


PETER'S   WORK,  .  17 


LESSON  III. 

Questions  for  Independent  Study, 

Note  1. — Consult  Acts  i.,  xii. ;  also  Acts  xiii.,  xiv.,  xv. ;  Gal.  ii.  1-14; 
1  Cor.  ix.  5. 

Note  2. — Read  some  of  the  standard  works  on  the  apostle  Peter,  as  the 
Planting  and  Training  of  the  Christian  Church,  by  Neander ;  Smith's  Bible 
Dictionary ;  Kitto's  Biblical  Cyclopaedia ;  The  Apostle  Peter,  his  Life  and 
Letters,  by  the  Rev.  Samuel  G.  Green,  D.  D.,  London ;  Footsteps  of  St.  Peter, 
by  the  Rev.  J.  R.  McDufF,  D.  D. ;  The  Apostle  Peter,  by  the  Rev.  W.  M. 
Taylor,  D.  D.,  etc.  etc.  The  Tongue  of  Fire,  by  the  Rev.  William  Arthur, 
D.  D.,  may  also  be  read  with  profit. 

"Write  out  answers  to  the  following  : 

1.  Narrate  the  facts  of  Christ's  ascension. 

2.  Give  an  account  of  the  election  of  the  successor  of 
Judas. 

3.  What  are  your  reasons  for  regarding  this  action  not  as 
an  error,  but  as  right  and  authorized  ? 

4.  Narrate  the  origin  of  the  feast  of  Pentecost,  its  mean- 
ing, its  manner  of  being  kept,  and  the  events  connected  with 
the  great  outpouring  of  the  Spirit. 

5.  Mention  some  considerations  showing  the  importance 
of  this  outpouring. 

6.  What  is  the  true  meaning  of  the  words,  "  Spake  with 
other  tongues  as  the  Spirit  gave  them  utterance  "  ? 

7.  What  is  the  true  meaning  of  "  had  all  things  com- 
mon "  ? 

8.  Give  an  analysis  of  Peter's  sermon  at  Pentecost. 

9.  Narrate  the  facts  connected  with  the  healing  of  the  lame 
man,  Peter's  preaching  and  his  first  imprisonment. 

10.  Narrate  the  first  act  of  discipline  in  the  Church.  Acts 
V.  1-16. 

2*  B 


18  WESTMINSTER  NORMAL  OUTLINES. 


PETER'S  WORK. 

In  the  first  twelve  chapters  of  the  Acts,  Simon  Peter  stands  forth 
as  the  chief  leader  of  the  Church  of  Christ.  Chrysostom  says 
(Horn.  LIV.),  "Peter,  the  mouth  of  the  Apostles,  the  Corypheus 
of  the  apostolic  choir.'' 

I.  Befoke  Pentecost  Peter  led  in  the  Election  of 
THE  Successor  of  Judas.  Acts  i.  13-26. 

1.  This  was  a  part  of  the  necessary  preparation  for  the 
founding  of  the  Church  and  the  outpouring  of  the  Holy 
Spirit.  The  other  part  of  the  preparation  mentioned  in  this 
chapter  is  the  ascension  of  Jesus,  his  last  commands  and 
promises  (Acts  i.  1-11;  also  Mark  xvi.  19;  Luke  xxiv. 
49-51). 

2.  It  will  be  noticed  that  Peter's  leadership  was  different 
from  anything  like  a  papal  primacy.  He  acts  as  a  first  among 
equals,  not  as  an  authoritative  head  of  the  Church.  He  sub- 
mits the  election  to  the  assembled  disciples,  in  no  way  influ- 
encing their  decision. 

3.  That  this  completion  of  the  college  of  the  apostles  was 
not  an  error  on  the  part  of  Peter  and  the  Church,  and  that 
the  appointment  by  God  of  Paul  does  not  prove  it  to  have 
been  an  error,  are  clear  from  the  following: 

(1)  The  twelve  apostles  had  been  appointed  to  represent 
the  twelve  tribes  of  Israel.  Paul  was  called  as  a  thirteenth 
with  the  special  commission  of  being  the  apostle  of  the  Gen- 
tiles (Acts  ix.  15;  Rom.  xi.  13). 

(2)  It  is  almost  impossible  that  the  inspired  writer  would 
minutely  narrate  this  solemn  election,  giving  Peter's  address 
and  the  accompanying  prayer  without  a  word  of  disapproval, 
if  the  act  had  been  improper  or  unauthorized. 


PETER'S    WORK.  19 

(3)  After  this  the  inspired  writers  call  the  apostles  "  the 
Twelve." 

II.  Peter  was  the  acknowledged  I^eadek  of  the 
Disciples  when  the  Holy  Spirit  was  first  poured 
OUT  AND  the  Church  founded  at  Pentecost. 

1.  For  the  origin,  significance  and  manner  of  observance 
of  Pentecost  see  Lev.  xxiii.  15-21;  Deut.  xvi.  9-12;  also 
Westminster-  Bible  Dictionary ;  also  Smith's  or  Kitto's. 

Question.  Why  was  the  Spirit  given  on  the  day  of  Pente- 
cost? Answer  (1).  Great  numbers  were  then  present  at  Je- 
rusalem from  all  parts  of  the  world.  Thus  witnesses  were 
secured  from  the  whole  world. 

(2)  The  conversions  at  Pentecost  were  like  the  ingathering 
of  the  harvest. 

(3)  The  Law  had  been  given  at  Pentecost,  so  the  Holy 
Ghost  gives  the  new  revelation  at  Pentecost. 

(4)  The  whole  world  was  historically  ready,  and  the  apos- 
tles had  been  prepared  by  humiliation,  sutferini^and  waiting. 

2.  The  central  fact  of  Pentecost  is,  that  the  Holy  Spirit  was 
poured  forth  upon  the  disciples  without  distinction  of  age, 
sex  or  rank  (Acts  ii.  1-4).  The  Spirit  had  been  given  be- 
fore, but  never  as  now  completely,  immediately  (without  in- 
tervention of  means)  and  to  all  men.  Hence  an  eminent 
lecturer  on  apostolic  history  says  :*  ^'  This  event  is  co-ordinate 
in  dignity  and  importance  with  the  incarnation  of  the  Son 
of  God.  That  was  for  sacrifice — this,  to  unite  to  Christ; 
that,  God  becoming  man — this,  God  dwelling  in  man ;  that, 
for  justification  and  government — this,  for  sanctification  and 
eternal  life.  The  Trinity  under  the  Old  Testament  was  ob- 
scurely revealed ;  now  the  Holy  Spirit  is  set  forth  as  one 
with,  l^ut  distinct  from,  the  Father." 

*  Rev.  C.  Wistar  Hodge,  D.  D. 


20  WESTMINSTER  NORMAL   OUTLINES. 

3.  To  the  question,  What  was  the  gift  of  tongues?  two 

answers  have  been  given. 

(1)  Neander,  Meyer,  etc.  say  that  it  was  only  ecstatic  or  ele- 
vated speech  in  praise  of  God. 

(2)  The  old  and  better  answer  is,  that  it  was  the  gift  of 
power  to  speak  in  languages  before  unknown  to  the  speaker. 
This  seems  to  be  the  plain,  obvious  meaning  of  the  inspired 
winters,  both  here  and  in  1  Cor.  xiv.     (See  Hodge.) 

4.  Peter's  sermon.  This  is  the  first  ppoclamation  of  the 
complete  gospel. 

(1)  After  requesting  attention  Peter  declares  that  the  occu- 
rences of  Pentecost  are  the  fulfilment  of  JoeVs  prophecy;  there- 
fore they  were  the  completion  of  the  Old  Testament  (Acts 
ii.  16-21). 

(2)  That  Jesus  of  Nazareth,  whom  they  had  slain,  had 
been  raised  up,  according  to  David's  prophecy  (Acts  ii.  22- 
32). 

(3)  That  this  Jesus,  risen,  exalted  as  Messiah  and  Sa- 
viour, had  shed  forth  the  Holy  Spirit  (Acts  ii.  33- 
36). 

5.  The  effect  of  this  sermon  and  of  the  after  exhortations 
was  the  conversion  of  three  thousand  souls,  who  were  added 
unto  the  Church  by  baptism. 

(1)  This  established  the  Church  firmly  at  the  outset.  The 
converts  were  also  harbingers  of  the  vast  number  added  to 
Christ  afterward.     They  were  the  Pentecost  ingathering. 

(2)  The  term  "Church"  is  here  first  given  to  the  assembly 
of  Christians.  The  term  occurs  in  Matthew,  but  only  in  an- 
ticipation (Matt.  xvi.  18;  xviii.  17). 

The  word  ecclesia  was  borrowed  from  the  Athenian  assem- 
bly of  citizens.  It  is  used  in  the  Septuagint  for  the  whole 
body  of  the  people,  and  sometimes  for  the  synagogue. 

(3)  These  were  the  first  (Christian  baptisms. 


PETER'S   WORK.  21 

6.  The  condition  of  the  ppimitive  Church  at  Jerusalem. 

(1)  While  continuing  to  join  in  the  temple- worship,  the 
disciples  had  separate  meetings  for  instruction  and  worship 
(Acts  ii.  46). 

(2)  We  do  not  understand  Acts  ii.  44,  45  to  mean  that 
there  was  a  literal  "  community  of  goods,"  but  such  a  man- 
ifestation of  Christian  love  as  led  to  a  practical  supply  of  all 
the  needy. 

III.  Peter  was  Honored  w^th  John  in  Suffering  in 
THE  First  Persecution  (Acts  iii.,  iv.). 

lY.  Peter  Cleansed  the  Church  from  its  First  Cor- 
ruption (Acts  V.  1-11). 

V.  Peter  was  the  most  Prominent  Sufferer  in  the 

Second  Persecution  (Acts  v.  17-42). 


LESSON    IV. 
Questions  for  Independent  Study. 

Note. — For  sources  of  information  see  Lesson  III. 

1.  What  was  the  relation  of  the  Samaritans  to  the  Jews? 

2.  How  was  Samaria  first  evangelized  ?  and  what  was  the 
work  of  Peter  and  John  there? 

3.  Give  an  account  of  Peter's  miracles  at  Lydda  and 
Joppa. 

4.  Who  was  the  first  heathen  admitted  without  circumcis- 
ion to  the  Christian  Church?  Was  it  the  Ethiopian  eunuch, 
the  Samaritan  converts,  or  Cornelius  ? 

5.  Why  are  the  conversion  and  baptism  of  Cornelius  nar- 
rated so  particularly  ? 


22  WESTMINSTER  NORMAL    OUTLINES 

6.  Picture  the  imprisonment  and  release  of  Peter  (Acts  xii.). 

7.  Where  and  when  did  Peter  first  meet  Paul  (Acts  ix.)? 

8.  What  remarkable  conference  between  these  two  apostles 
took  place  A.  D.  50  (Gal.  ii.  1-10)? 

9.  Describe  the  Council  at  Jerusalem  (Acts  xv.). 

10.  Narrate  the  facts  of  Peter's  error  at  Antioch. 

11.  W^hat  evidence  is  there  that  Peter  labored  as  a  mis- 
sionary apostle  ? 

12.  What  was  the  field  of  Peter's  later  labors? 

PETER'S   WORK. 

I.  With  John,  Peter  visited  Samaria,  and  gave  the  apostolic 

sanction  to  the  work  among  the  Samaritans  (Acts  viii. 
14-25). 

1.  It  will  be  remembered  that  the  evangelization  of  Sa- 
maria had  been  commenced  by  Philip  before  this  visit  of 
Peter  and  John. 

2.  The  Samaritans  were  heathen  in  the  eyes  of  the  Jews. 
They  were  not  admitted  to  the  temple-worship.  But  they 
had  the  Pentateuch,  they  worshiped  the  true  God,  and  they 
were  looking  for  the  Messiah  (John  iv.  25) ;  Christ  had  also 
been  among  them,  and  many  had  believed  on  him  then. 

3.  The  visit  of  Peter  and  John  was  the  official  recognition 
by  the  apostles  of  the  labors  of  Philip  in  Samaria.  It  was 
the  Saviour's  command  that,  next  after  Judea,  Samaria  should 
hear  the  gospel  (Acts  i.  8). 

4.  Peter's  rebuke  of  Simon  Magus  is  the  first  encounter 
of  Christianity  with  heathen  philosophy  and  magic. 

II.  Peter's  healing  of  Eneas  at  Lydda,  and  his  raising  to  life 

of  Dorcas  at  Joppa,  are  incidents  in  a  short  period  of 
peace  enjoyed  bv  the  Church,  a.  d.  37-40  (Acts  ix.  31 
-43). 


PETER'S    WORK.  23 

III.  Petep  received  a  command  from  God  to  preach  the  gos- 

pel to  Cornelius,  and  thus  God  opened  the  door  of  the 
Church  to  the  Gentiles  and  prepared  the  way  for  mis- 
sions among  them  (Acts  x,). 

1.  The  importance  of  the  conversion  of  Cornelius  appears 
from  the  fact  that  it  is  narrated  three  times. 

2.  The  fact  that  Peter  was  the  man  selected  to  receive  the 
Gentile  Cornelius  made  his  reception  less  offensive  to  the 
Jews,  since  Peter  was  the  recognized  leader  of  the  strict  Jew- 
ish Christians. 

3.  The  necessity  for  a  miracle  is  seen  in  that  nothing  less 
than  a  divine  command  could  induce  a  Jew  to  give  up  his 
exclusiveness. 

4.  The  effect  of  the  reception  and  baptism  of  Cornelius, 
and  of  the  solemn  acquiescence  in  it  by  most  of  the  Church 
at  Jerusalem  (Acts  xi.  1—18),  was  to  prepare  the  Church  for 
the  great  movement  toward  the  Gentile  world  under  Paul. 

IV.  A.  D.  50,  at  Jerusalem,  Peter  had  a  remarkable  confer- 

ence with  Paul  (Gal.  ii.  1-10).  These  two  great  apos- 
tles had  not  met  for  fourteen  years.  Great  changes 
hud  occurred. 

1.  There  is  a  blank  of  five  or  six  years  in  Peter's  history 
from  his  escape  from  prison  until  this  conference. 

2.  At  this  meeting  "  James,  Cephas  and  John  "  appear  as 
''  pillars." 

3.  Peter,  James  and  John  give  the  right  hand  of  fellow- 
ship to  Paul  on  this  occasion,  agreeing  that  Peter  was  to  be 
recognized  as  "the  apostle  of  the  circumcision" — i.e.  of  the 
Jews — and  Paul  as  '^  the  apostle  of  the  Gentiles."  This  agree- 
ment confirmed  the  distinct  apportionment  of  work  between 
the  leaders.  Yet  their  fields  were  not  mutually  exclusive. 
Peter  still  labored  among  Gentiles, and  Paul  always  preached 


24  WESTMINSTER  NORMAL   OUTLINES. 

first  to  Jews.     Another  element  in  the  agreement  was  that 
Paul  should  remember  the  poor. 

V.  Immediately  after  this  conference  the  Council  at  Jerusalem 

convened,  at  which  Peter  spoke  (Acts  xv.). 

1.  The  occasion  of  this  assembly  was  the  going  clown  from 
Judea  to  Antioch  of  "  certain  men/'  "  false  brethren/'  who 
troubled  the  brethren  who  were  of  the  Gentiles,  saying,  "  Ex- 
cept ye  be  circumcised  after  the  manner  of  Moses  ye  camwt 
be  saved.^^  The  question  therefore  concerned  the  life  of 
Christianity.  Must  Gentiles  become  Jews  before  they  can 
become  Christians  and  be  saved? 

2.  The  two  parties  may  be  called  (a)  judaizing  Christians, 
(6)  spiritual  Christians. 

3.  The  only  way  to  settle  the  dispute  was  by  appeal  to  the 
apostles  and  elders  at  Jerusalem. 

4.  Peter  spoke  strongly  against  imposing  the  Mosaic  law 
on  Gentile  converts. 

5.  But  James  made  the  decisive  speech. 

6.  The  decision  was — apparently  unanimous — that  a  de- 
cree should  be  sent  through  Judas  and  Silas,  freeing  Gentiles 
from  the  ceremonial  law,  but  urging  them  to  abstain  "  from 
meats  offered  to  idols,  and  from  blood,  and  from  things  stran- 
gled, and  from  fornication." 

VI.  During  the  same  year  Peter  visited  Antioch,  fell  into  error 

and  was  sharply  rebuked  by  Paul  (Gal.  ii.  11-14). 

1.  The  error  was,  that  whereas  Peter  had  frankly  and 
heartily  carried  out  the  decree  of  the  Jerusalem  Council 
when  lie  first  came  to  Antioch,  had  not  only  worshiped 
with  Gentile  Christians,  but  ''  did  eat  with  them,"  when 
"  certain  came  from  James  "  and  criticised  his  conduct,  "  he 
withdrew  and  separated  himself." 


PETER'S   WORK.  25 

2.  Paul  rebuked  Peter  before  them  all,  basing  his  protest 
on  the  ground  that  we  are  justified  by  faith  in  Jesus  Christ. 

3.  We  know  not  how  Peter  received  the  rebuke,  but  we 
know  he  refers  to  his  faithful  mentor  long  afterward  as  "our 
beloved  brother  Paul,"  and  Paul  mentions  Peter  in  terms  of 
highest  honor. 

VII.  Paul  incidentally  gives  us  a  glimpse  of  the  apostle  Peter 
as  a  traveling  missionary  accompanied  by  his  wife  (1 

Cor.  ix.  5). 

YIII.  Many  have  inferred  from  the  address  of  Peter's  first 
Epistle,  "  Pontus,  Galatia,  Cappadocia,  Asia  and  Bi- 
thynia,"  that  Peter  had  preached  in  these  countries. 
This  is  uncertain. 

It  has  also  been  inferred  from  1  Cor.  i.  12  that  Peter  was 
associated  in  labor  with  Paul  and  ApoJlos  at  Corinth.  Clem- 
ent of  Rome  and  Dionysius,  bishop  of  Corinth,  a.  d.  180, 
confirm  this  view. 

IX.  From  the  fact  that  Peter's  first  Epistle  is  dated  from  Bab- 
ylon many  have  concluded  that  Peter's  last  apostolic 
head -quarters  were  in  the  Capital  on  the  banks  of  the 
Euphrates. 


LESSON   V 


QnesfioHS  for  IndejJendent  Study. 

Note. — Consult  authorities  previously  recommended  on  Peter  and  his 
Epistles. 

1.  Carefully  read  both  the  letters  of  Peter,  without  atten- 
tion to  the  divisions  into  chapters  and  verses. 

2.  What  oountrv  is  meant  bv  "Asia"  in  1  Peter  i.  1  ? 


26  WESTMINSTER  NORMAL    OUTLINES. 

3.  How  may  we  fix  the  approximate  date  of  the  first 
Epistle  ? 

4.  Whence  was  it  written  ? 

5.  What  arguments  have  been  urged  against  the  authen- 
ticity of  the  second  Epistle  ? 

6.  Give  reasons  why  we  accept  it  as  authentic. 

7.  Give  the  design  and  divisions  of  each  Epistle. 

8.  Sketch  the  prominent  traits  of  Peter's  character — (1)  be- 
ibre  Pentecost,  (2)  after  Pentecost. 

9.  What  were  the  particular  doctrines  taught  by  Peter? 

THE  LETTERS,  CHARACTER  AND  DOCTRINES  OF 
PETER. 

I.  The  First  Epistle  of  Peter. 

1.  Its  right  to  be  received  as  part  of  the  inspired  Scrip- 
ture, or  its  canonicity,  is  universally  admitted. 

2.  Its  address.  It  is  not  directed  to  a  particular  church, 
but  to  all  the  churches  in  Pontus,  Galatia,  Cappadocia,  Asia 
and  Bithynia,  hence  called  general.  It  was  primarily  sent 
to  Jewish  Christians,  but  not  to  the  exclusion  of  Gentile 
Christians. 

3.  Date.  Uncertain  ;  probably  before  A.  d.  70,  and  later 
than  some  of  Paul's  Epistles. 

4.  Design.  (1)  To  comfort  and  strengthen  Christians 
under  persecution.  (2)  To  instruct  them  in  practical  and 
spiritual  duties — e.  g.  obedience  to  civil  authorities,  etc. 
(3)  To  warn  them  against  temptations  peculiar  to  their 
place  and  time — e.  g.  heathen  practices,  etc.  (4)  To  con- 
firm their  faith  in  the  gospel  which  they  had  received. 

5.  Divisions. 

(a)  An  exhortation  to  steadfastness  and  to  becoming  be- 
havior under  persecution  (chap,  i.-ii.  10). 


LETTERS,   CHARACTER,   ETC.    OF  PETER.  27 

[b)  Admonitions  to  holy  conduct  (chap.  ii.  11-iii.  13). 

(c)  Patience  and  holiness  enforced  by  the  example  of  Christ 
(chap.  iii.  14-iv.  19). 

{d)  Becoming  behavior  of  ministers  and  people,  and  con- 
cluding salutations  (chap.  v.). 

II.  The  Second  Epistle. 

1.  Its  canonicity  has  been  the  subject  of  much  dispute,  but 
it  is  now  generally  received  as  canonical  by  scholars. 

(1)  External  evidence,  (a)  It  is  recognized  by  some  of 
the  earliest  Fathers.  (6)  It  is  contained  in  most  of  the 
early  versions  and  is  found  in  the  oldest  manuscripts. 

(2)  Internal  evidence,  (a)  Its  author  writes  in  a  man- 
ner for  which  it  is  impossible  to  account  if  the  Epistle  is  a 
forgery.  (6)  All  the  differences  between  this  and  the  first 
Epistle  are  easily  explained  by  the  difference  of  plan. 

2.  Its  address  to  all  believers  is  more  general  than  that  of 
the  first. 

3.  Its  Date  is  just  before  Peter's  death  (i.  14). 

4.  Its  Design  is  (a)  To  warn  against  false  teachers  in  tlie 
Church ;  (6)  to  destroy  their  influence  by  authoritative  de- 
nunciation. 

5.  Divisions. 

(1)  Salutation  and  exhortation  (chap.  i.). 

(2)  Warnings  against  false  teachers  and  scoffers  (chaps,  ii. 
and  iii.). 

III.  Peter's  Character. 
1.  Before  Pentecost. 

(1)  He  was  a  man  of  "simplicity  and  godly  sincerity/' 
without  cunning  or  finesse ^  frank  and  outspoken  (Luke  v. 
1-11;  John  vi.  67-69;  Luke  ix.  18-22).  His  candor  and 
outspokenness  were  joined  with  a  naturally  impulsive,  fiery 


28  WESTMINSTER  NORMAL   OUTLINES. 

temperament,  and  sometimes  degenerated  into  sinful,  foolish 
impetuosity  in  speaking — e.  g.  his  rash  rebuke  of  Christ 
(Matt.  xvi.  21-23),  his  words  when  "  he  wist  not  what  he 
said  ^'  (Matt.  xvii.  1-6).  So  near  is  a  man's  fault  to  his  ex- 
cellence. 

(2)  Peter  was  promptly  practical.  While  others  hesitated 
lie  acted.  This  quick  resoluteness  and  promptitude  made 
Peter  the  leader  of  the  apostles.  This  very  excellence  some- 
times degenerated  into  impulsiveness  and  rash  precipitancy — 
e.g.  Matt.  xiv.  28-31;  John  xviii.  10,  11. 

(3)  Peter  was  a  man  of  undoubted  courage.  Sometimes 
this  was  swept  away  by  a  sudden  panic — e.  g.  his  denials  of 
his  Lord.  But  his  cowardice  was  only  a  sudden  fall,  from 
which  he  as  suddenly  recovered. 

(4)  One  of  the  striking  traits  in  Peter's  character  was  his 
enthusiasm.  He  always  did  wdth  his  might  what  his  hand 
found  to  do.  He  gave  his  whole  heart  to  his  work.  This 
enthusiasm  appears  in  his  forsaking  all  for  Christ,  in  his  con- 
fessions, in  1 1  is  desiring  to  walk  on  the  sea,  at  the  Last  Sup- 
])ei-,  and  in  his  running  to  the  sepulchre. 

2.  After  Pentecost. 

Peter's  fall  and  restoration,  the  scenes  of  the  crucifixion, 
resurrection  and  ascension,  combined  to  make  a  deep  impres- 
sion on  him.  When  the  baptism  of  the  Spirit  came  upon 
liim  at  Pentecost  it  brought  a  thorough  transformation. 

(1)  His  rashness  gives  M'ay  before  a  sober  dignity  and 
>leadfast  self-control  (see  Acts  ii.  14-40;  iii.  12-26;  iv.  8- 
12;  V.  1-42;  viii.  14-25;  xv.  7-11). 

(2)  His  alternations  of  bravery  and  cowardice  are  dis- 
})laced  by  a  courage  that  never  wavers  (Acts  ii.  22,  23;  iv. 
13;  V.  29-41). 

(3)  Peter's  enthusiasm  remains  the  same,  but  it  is  tem- 
pered with  the  prudence  and  sagacity  of  a  great  leader.     His 


LETTERS,    CHARACTER,  ETC.    OF  PETER.  29 

love  ior  his  Master  is  not  henceforth  tlie  love  "  in  word  or 
tongue/^  manifesting  itself  in  })rotestations  of  attachment,  but 
love  which  shows  itself  in  active  labor  and  much-enduring 
patience  for  Christ.  Peter's  humility  after  Pentecost  is  as 
great  as  his  self-confidence  had  been  before  (see  the  refer- 
ences under  the  preceding  points;  also  see  the  first  Epistle 
of  Peter).  When  the  Holy  Ghost  came  upon  him  he  re- 
ceived "  power  and  love  and  a  sound  mind."  Peter's  under- 
standing was  opened  to  understand  the  Scriptures. 

IV.  Peter's  Doctrines. 

Note  1. — With  the  entire  Bible  in  our  hand,  with  the  development  of 
revealed  truth,  and  with  the  results  of  the  study  of  the  Bible  for  eighteen 
hundred  years,  it  is  difficult  for  us  to  put  ourselves  in  Peter's  place  or  to 
form  an  exact  idea  of  his  doctrinal  views.  Before  Pentecost,  Peter  and  the 
eleven  were  merely  Jews  in  their  thinking.  Christ  had  taught  them,  but 
to  them  Christ's  discourses  were  little  more  than  a  continuation  of  the 
Old  Testament  teaching.  Hence  the  apostles  missed  much  of  Christ's 
meaning. 

After  Pentecost  they  had  a  fuller  understanding  of  the  Old  Testament 
and  of  Christ's  teaching,  but  they  knew  not  all.  They  had  not  grasped  a 
developed  system  of  Christian  doctrine.  Precisely  what  Peter  held  and 
taught,  especially  as  distinguished  from  what  James,  John  and  Paul  held 
and  taught,  constitutes  the  doctrines  of  Peter. 

Note  2. — Our  sources  of  information  as  to  Peter's  doctrines  are — (1)  his 
discourses  in  the  early  chapters  of  the  Acts,  and  (2)  his  two  Epistles. 

1.  Peter's  Prominent  Doctrine  is  that  Christ  is 
THE  Messiah  promised  in  Old  Testament  Proph- 
ecy (Acts  ii.;  iii.  18;  iv.  11;  x.  43;  1  Pet.  i.  10,  20,  25; 
ii.  6,  22,  23 ;  2  Pet.  i.  19).  He  constantly  proves  that  Christ 
is  the  expected  Messiah,  and  in  so  doing  presents  Christ  in 
his  life  and  working.  He  speaks  only  incidentally  of  the  per- 
son of  Christ  or  of  his  relation  to  the  Father. 

Some  therefore  have  said  that  Peter  does  not  teach  Christ's 
divinity — that  he  dwells  exclusively  on  his  humanity.     The 
answer  to  this  is : 
s  * 


^0  WESTMINSTER  NORMAL   OUTLINES. 

(1)  Peter's  aim  to  prove  the  Messiahship  of  Jesus  did  not 
lead  him  to  such  explicit  teaching  of  the  doctrine  of  Christ's 
person  as  we  find  in  the  writings  of  Paul. 

(2)  He  distinctly  says  that  Jesus  is  both  Lord  and  Messiah 
/  (Acts  ii.  36 ;  x.  36). 

(3)  He  ascribes  the  works  and  titles  of  God  to  Christ,  and 
makes  him  the  object  of  worship  (Acts.  ii.  33) ;  the  giving 
of  the  Holy  Ghost  (Acts  ii.  33);  the  working  of  miracles 
(Acts  iii.  16) ;  saving  from  sin  (x.  43) ;  the  "  Prince  of  life  " 
(Acts  iii.  15);  "salvation  in  none  other"  (iv.  12);  he  alone 
can  "give  repentance  and  remission  of  sins"  (Acts  v.  31); 
his  death  is  an  actual  atonement  for  sin  (1  Pet.  ii.  24). 

2.  Peter's  Second  Doctrine  follows  from  the 
First  :  viz.  Christianity  is  developed  Judaism,  or  the 
Old  Testament  Religion  fulfilled  and  developed. 
The  two  dispensations,  the  Mosaic  and  the  Christian,  are 
one.  All  believers  are  now  one  through  Christ  the  Israel 
of  God  (1  Pet.  ii.  5-9). 

3.  Peter  makes  prominent  the  Doctrine  of  the 
Second  Advent.  All  that  Christians  have  now  is  only  a 
foretaste  of  future  glory.  "  We  are  begotten  unto  a  lively 
hope"  (1  Pet.  i.  3-5;  2  Pet.  i.  11;  iii.  8-14;  Acts  iii-.  21). 
Peter  is  therefore  often  called  "  the  apostle  of  hope,"  but  this 
must  be  understood  in  a  guarded  sense. 


LESSON  VI. 
Questions  for  Independent  Study, 

Note. — For  list  of  authorities  see  Lesson  III. 

1.  What  are  the  four  elements  in  the  papal  view  of  Peter's 
primacy  ? 


THE  PRIMACY  OF  PETER.  31 

2.  What  twelve  reasons  may  be  given  rejecting  this  claim 
of  the  Romanists  ? 

3.  What  is  the  true  view  of  Peter's  leadership  ? 

4.  What  was  Peter's  mission,  or  specific  and  divinely-ap- 
pointed w^ork,  in  the  early  Church  ? 

THE  PRIMACY  OF  PETER. 

I.  The  Papal  Tradition. 

1.  Romanists  hold  that  Christ  constituted  Peter  the  pri- 
mate of  the  apostles — that  Christ  invested  him  with  supreme 
authority,  not  only  over  the  Church,  but  over  the  other  apos- 
tles. They  cite  in  proof  of  this  Matt.  xvi.  18:  "Thou  art 
Peter,  and  on  this  rock  I  will  build  my  Church;"  and  verse 
19 :  '^  Unto  thee  will  I  give  the  keys  of  the  kingdom  of 
heaven." 

2.  They  claim  that  soon  after  his  release  from  imprison- 
ment (Acts  xii.)  Peter  went  to  Rome  and  founded  the  church 
there.  For  the  truth  of  this  they  cite  the  testimony  of  Ire- 
nseus  (end  of  the  second  century),  Eusebius  (a.  d.  325), 
Jerome  (a.  d.  394). 

3.  They  claim,  on  the  authority  of  the  two  last  named, 
that  Peter  as  supreme  bisliop  "  there  held  the  sacerdotal 
chair  five-and-twenty  years,  up  to  the  last — that  is,  the  four- 
teenth— year  of  Nero,  by  whom  he  was  crowned  with  martyr- 
dom." 

4.  That  the  pope  of  Rome  succeeds  to  all  the  authority  of 
Peter,  and  is  therefore  the  vicegerent  of  Christ. 

II.  Examination  of  this  Tradition. 

1.  Whatever  power  was  conferred  on  Peter  was  conferred  on 
all  the  apostles  (Matt,  xviii.  18;  John  xx.  23;  Eph.  ii.  20; 
Rev.  xxi.  14). 

2.  Not  one  word  is  there  in  Scripture  of  Peter's  ever  exer- 
cising this  supposed  authority. 


32  WESTMINSTER  NORMAL   OUTLINES. 

3.  He  submitted  to  the  authority  of  others  (Acts  viii.  14), 
and  even  to  public  rebuke  (Gal.  ii.  11-14). 

4.  No  word  of  Scripture  teaches  that  the  apostles  had  any 
successors. 

5.  If  this  tradition  were  correct,  Peter  must  have  attended 
the  Jerusalem  Council  as  bishop  of  Rome.  No  word  of 
Scripture  proves  this. 

6.  Peter  was  "  the  apostle  of  the  circumcision  ;"  Paul,  not 
Peter,  was  "  the  apostle  of  the  Gentiles." 

7.  We  know  that  after  liis  release  from  prison  Peter 
went  to  Antioch,  not  to  Rome  (Gal.  ii.  11). 

8.  Paul,  writing  to  the  Romans,  does  not  mention  Peter. 

9.  The  account  of  Paul's  reception  in  Rome  (Acts  xxviii. 
17-29)  is  utterly  inconsistent  with  this  tradition. 

10.  Paul  writes  several  letters  from  Rome,  speaks  of  his 
loneliness  (2  Tim.  iv.  11),  and  does  not  mention  Peter.  Dur- 
ing the  twenty-five  years  in  which  Peter  is  said  to  have  been 
in  Rome  he  writes  no  letter,  so  far  as  is  known. 

11.  Paul  writes  of  Peter  as  a  missionary,  not  as  the  pri- 
mate of  Rome  (1  Cor.  ix.  5). 

12.  Peter  writes  a  letter  from  Babylon,  not  from  Rome. 
An  impartial  research  into  all  these  traditions  leads  us  to 

these  conclusions : 

1.  Peter  did  not  found  the  Church  at  Rome. 

2.  Peter  probably  came  to  Rome  near  the  close  of  his  life. 

3.  At  Rome,  Peter  suffered  martyrdom  by  crucifixion.  But 
there  is  no  warrant  for  supposing  that  he  was  crucified  with 
his  head  downward. 

III.  The  Scriptural  View  of  Peter's  Leadership. 

By  this  we  mean  his  special  position  among  Christian  work- 
ers or  his  distinct  mission  in  the  earlv  Church. 


THE  PRIMACY  OF  PETER.  33 

1.  He  was  the  first  herald  of  Christ's  gospel.     He  made  the 

first  public  proclamation  to  the  world  of  salvation  through  a 
crucified  Jesus.  Peter  took  the  initiative  in  planting  the 
early  Church. 

2.  He,  first  of  all  the  apostles,  preached  the  gospel  to  a  Gen- 
tile and  received  a  converted  heathen  into  the  Church. 

o.  But  his  special  commission,  we  learn  from  his  career  and 
from  Gal.  ii.  1-11,  was  to  be  the  apostle  of  the  circumcision. 
In  tiie  apportionment  of  work  Peter  was  especially  to  preach 
the  gospel  to  the  Jews.  He  was  to  surmount  the  prejudices  of 
Judaism.  He  was  to  be  the  bridge  spanning  the  gulf  between 
the  old  dispensation,  with  its  ceremonial  law,  and  the  free 
gospel,  which  brought  perfect  liberty  from  that  law. 

4.  The  wisdom  of  God  is  seen  in  his  choosing  Peter,  a  stal- 
wart Jew,  who,  notwithstanding  his  heavenly  vision  and  his 
acknowledged  principles,  was  conservative  in  relation  to  the 
Law,  to  preach  to  Jews.  And  the  divine  wisdom  is  seen  in 
God's  gradually  developing,  as  men  could  bear  it,  the  doc- 
trine that  the  ceremonial  law  was  fulfilled  and  done  away 
with  in  Christ. 

Peter's  mission  of  practically  demonstrating  the  essential 
identity  of  the  old  and  new  covenants  nnist  be  performed 
before  Paul's  mission  of  breaking  down  the  middle  wall  of 
partition  between  Jew  and  Gentile  is  practicable. 


34 


WESTMINSTER  NORMAL   OUTLINES. 


LESSON  VII. 

OUTLINE  REVIEW  OF  PETER'S  LIFE  AND  LETTERS. 


A.  D. 

Periods. 

Places. 

Events. 

Doctrines. 

Bethsaida. 

Birth. 

I. 

River  Jordan. 

Conversion,  John  i. 

Preparatory. 

Capernaum. 
Sea  of  Galilee. 

Residence. 
Walks  on  the  Sea. 

From  his  birth 

Csesarea  Philippi. 

Confesses      Christ's 

to  Pentecost. 

Messiahship. 
Three  Denials  and 

May  29 

Jerusalem. 

30 

Repentance. 

30 

Jerusalem. 

Sermon    at    Pente- 
cost. 
1st     Imprisonment, 

I. 

Jesus  Christ  is  the 
Messiah     promised 

II. 

Acts  iv.  3. 

in  the   Old   Testa- 

Leadership at 

2d     Imprisonment, 

ment. 

Jerusalem. 

Acts  V.  18. 
Punishes     Ananias 

II. 

Christianity  is  the 

From  Pentecost 

and  Sapphira. 

Old  Testament  re- 

to      Departure 

Samaria. 

Rebukes  Simon  Ma- 

ligion fulfilled  and 

from  Jerusalem, 

gus. 

developed. 

Acts  xii.  17. 

Lydda. 

Heals  Eneas. 

III. 

Joppa. 

Raises  Dorcas. 

Christ    will     come 

Csesarea. 

Baptizes  Cornelius. 

again  in  glory.   Pe- 
ter  is  called    "the 

Jerusalem. 

3d      Imprisonment, 

44 

and  Release. 

Apostle  of  Hope." 

50 

III. 
Later  Labors. 

Jerusalem. 

Speaks  at  the  Coun- 
cil. 

Epistles. 

Antioch. 

Rebuked  by  Paul. 

1st  Epistle  (A.D.  65). 

From      Depart- 

Babylon. 

Labors   as  Mission- 

ure from  Jerusa- 

ary, 1  Cor.  ix.  5. 

lem  to  Martyr- 

Rome. 

Crucified  under  Ne- 

68 

dom. 

ro. 

2d  Epistle  (A.  D.  68). 

LESSON  VIII. 

PAUL'S  LIFE  AND  LETTERS. 
StadeiU's  JPersotial  Research. 

Let  the  student  exert  his  own  powers  in  independent  effort  in  studying 
St.  Paul.  Let  him  consult  the  sources  of  information  for  himself,  and  write 
out  the  answers.     Sources  of  information  : 


PREPARATluy   OF  THE   WORK  FOR   PAUL.  35 

(1)  Acts  i.-xii.  (for  preparation  for  Paul's  work);  (2)  Helps  in  books: 
Conybeare  and  Howson's  Life  and  Epistle.s  of  St.  Paul;  Schaff's  ApontoUc 
History;  Life  and  Epistles  of  St.  Paul,  by  M.  Lewin  (illustrated) ;  Life  and 
Work  of  St.  Paul,  by  F.  W.  Farrar;  The  Commentaries  on  Acts — e.  g.  Al- 
exander's, Lange's,  Alford's;  »Smith's,  or  Westminster  Bibk  Dictionary ;  and 
especially  the  Planting  and  Training  of  the  Christian  Church,  by  Neander. 

1.  What  relation  had  the  events  of  history  before  Christ 
to  the  spread  of  tlie  gospel? 

2.  How  had  the  dispersion  of  the  Jews  prepared  the  na- 
tions for  the  preaching  of  the  gospel  by  Paul  ? 

3.  How  had  the  diffusion  of  the  Greek  language  done  the 
same? 

4.  How  had  the  conquests  and  dominion  of  the  great  em- 
pires, Chaldean,  Persian,  Greek  and  Roman,  accomplished 
the  same  result? 

5.  How  had  the  decay  of  pagan  religions  done  the  same? 

6.  How  did  the  world-peace  aid  the  progress  of  the 
gospel  ? 

PREPARATION  OF  THE  WORK  FOR  PAUL 

I.  The    Preparation   of   the   Gentile   World   for 
Paul's  Work. 

All  that  was  said  ( Westminster  Normal  Outlines,  Jrniior 
Course,  p.  45)  of  the  preparation  of  the  world  for  Christ's 
advent  is  equally  true  of  the  preparation  of  the  world  for 
Paul's  work.  Christ  was  sent  forth  when  "  the  fullness  of 
time  was  come ;"  Paul,  who  preached  Christ  to  the  Gen- 
tiles, was  sent  forth  also  "when  the  fullness  of  time  was 
come." 

1.  The  dispersion  of  the  Jews  '^among  all  people,  from  one 
end  of  the  earth  even  to  the  other,"  had 

(1)  Disseminated  the  knowledge  of  the  true  God  and  sonip 
ideas  of  true  religion. 


36  WESTMINSTER  NORMAL   OUTLINES 

(2)  Led  multitudes  of  men,  and  still  more  of  women, 
among  the  more  intelligent  and  moral  Gentiles,  to  become 
partial  proselytes  to  Judaism. 

(3)  Established  synagogues  everywhere,  which  were  cen- 
tres of  monotheistic  influence,  and  which  to  Paul  and  his  fel- 
low-laborers became  preaching-stations,  providing  botli  a 
phice  and  a  congregation  for  the  word. 

2.  The  conquests  of  the  Egyptian,  Chaldean,  Persian  and 
Grecian  empires  had  broken  down  the  barriers  between  the 
nations,  which  would  have  been  insuperable  obstacles  to  the 
])reaching  of  a  new  religion.  The  final  conquest  of  the  world 
by  Rome  under  Augustus  had  brought  all  the  world  under 
one  law  and  government. 

(a)  This  centralization  of  the  world  under  the  Roman 
empire  held  together  the  heterogeneous  nations  for  the  proc- 
lamation of  the  gospel. 

(6)  The  means  of  traveling  were  furnished  by  the  labors 
of  Roman  armies. 

(c)  Roman  law  threw  its  shield  over  the  missionary  (Acts 
xvi.  37-39;  xviii.  14-17;  xxii.  25;  xxv.  12;  xxvii.  1). 

See  Conybeare  and  Howson's  Life  and  Epistles  of  St.  P(nd, 
chap,  i.:  "When  all  parts  of  the  civilized  world  were  bound 
together  in  one  empire,  when  one  common  organization  per- 
vaded the  whole,  when  channels  of  communication  were  every- 
where opened,  when  new  facilities  of  travel  were  provided, — 
then  was  the  fullness  of  time  (Gal.  iv.  4),  then  Messiah  came. 
The  Greek  language  had  been  already  prepared  as  a  medium 
for  preserving  and  transmitting  the  doctrine;  the  Roman  gov- 
ernment was  now  prepared  to  help  the  progress  even  of  that 
religion  which  it  persecuted." 

3.  The  diffusion  of  the  Greek  language  and  literature  fur- 
nished means  of  communicating  the  gospel  to  all  nations.  It 
likewise  brought  the  intelligent  classes  of  the  world   nearer 


PREPARATION   OF  THE  WORK  FOR  PAUL.  37 

toii^ether,  and  made  them  listen  to  the  gospel  spoken  and 
written   in  Greek  for  all. 

4.  The  decay  of  heathen  religions,  and  the  failure  of  hu- 
man philosophy  to  satisfy  man's  soul,  forced  mankind  to  long 
for  the  true  religion.  Suetonius  in  his  Life  of  Vespasian ^ 
chap,  iv.,  speaks  of  the  Oriental  tradition,  widely  circulated, 
of  a  great  deliverer  to  arise  out  of  Palestine.  The  world  de- 
spaired of  salvation  from  soothsayers  or  priests. 

5.  This  was  a  time  of  universal  peace. 

"  No  war  nor  battle's  sound 
Was  heard  the  world  around." 

This  quiet  from  war  was  favorable  to  the  success  of  the 
messengers  of  the  Prince  of  peace. 

We  do  not  mean  that  the  heathen  desired  Christ's  gospel. 

Though  forced  to  feel  the  need  of  it,  they  yet  hated  and  op- 
posed it.  We  mean  that  for  four  thousand  years  God  had 
been  preparing  the  nations  for  the  reception  of  his  gospel, 
and  that  the  hand  of  God  is  seen  in  all  history,  makinir 
ready  the  world  for  the  missionaries  of  Christ  headed  by 
Paul. 


LESSON   IX. 


Student's  Personal  Research, 

1.  How  had  the  events  of  Pentecost  prepared  the  Church 
for  carrying  the  gospel  to  the  Gentiles  ? 

2.  How  had  the  work  of  Stephen  done  the  same  ? 

3.  Show  that  the  persecution  and  scattering  of  the  Church 
after  Stephen's  death  had  the  same  tendency. 

4.  Show  the  same  of  the  conversion  of  the  Samaritans 
(Acts  viii.). 


38  WESTMINSTER  NORMAL   OUTLINES. 

5.  The  same  of  the  conversion  of  the  eunuch  and  of  Cor- 
nelius. 

6.  Also  show  how  the  work  at  Antioch  affected  the  Church 
(Acts  xi.  19-30). 

Note. — For  sources  of  information  see  Lesson  VII. 

PREPARATION  OF  THE  WORK  FOR  PAUL  (Concluded). 
I.  The  Preparation  of  the  Church  for  Paul's  Work. 

In  spite  of  the  fact  that  our  Saviour  always  spoke  of  his 
salvation  as  designed  for  all  the  world,  and  liad  given  as  his 
last  command,  ".Go  ye  into  all  the  world  and  preach  the  gos- 
pel to  every  creature/^  the  Church  was  only  gradually  and 
with  great  difficulty  brought  up  to  the  fulfillment  of  its  great 
commission.  Paul  was  the  chosen  apostle  of  the  Gentiles. 
He  was  to  lead  in  this  great  missionary  work.  Consequently 
the  events  that  prepared  the  Church  for  the  wider  diffusion 
of  the  gospel  prepared  it  for  PauFs  work. 

The  first  twelve  chapters  of  the  Acts,  which  narrate  the 
planting  and  training  of  the  Church  at  Jerusalem  under 
Peter,  contain  also  the  providential  and  gracious  education 
of  the  Church  for  Paul's  work. 

1.  The  outpouring  of  the  Spirit  at  Pentecost,  the  gift  of 
tongues  and  Peter's  sermon  (Acts  ii.  17,  21-39),  were  lessons 
on  the  truth  that  Christ  and  his  salvation  were  for  all.  Gen- 
tiles as  well  as  Jews.  The  Church  learned  these  lessons,  but 
supposed  that  Gentiles  must  first  become  Jews. 

2.  The  preaching  of  Stephen  was  a  step  in  advance. 

The  first  step  toward  the  position  which,  through  Paul, 
the  Church  subsequently  held,  was  taken  by  Stephen,  a 
Hellenist  deacon.  Note  the  accusation  against  him  (Acts 
(vi.  11,  13,  14).  It  was  an  exaggeration  of  the  truth.  His 
defence  confirms  this.  He  abruptly  ended  his  argument  (vii. 
53),  but  its  drift  was  to  show  from   Hebrew  history  (1)  the 


PREPARATION  OF  THE  WORK  FOR  PAUL.  39 

changes  through  which  the  Church  had  passed,  although 
preserving  its  unity ;  and  (2),  mingled  with  the  former,  the 
sinful  opposition  which  the  people  all  along  had  shown  to 
God's  progressive  purpose  with  them.  The  inference  was, 
Christ  has  introduced  the  last  change.  How  far  he  saw  the 
result  of  his  argument  we  cannot  say. 

3.  The  dispersion  of  the  disciples  from  Jerusalem  which 
followed  Steplien's  preaching  and  martyrdom  spread  the  gos- 
pel "  everywhere  "  (chap.  viii.  4). 

Probably  even  before  this  Christian  converts  had  preached 
the  gospel  out  of  Jerusalem,  but  on  no  large  scale.  This 
dispersion  effected  what  otherwise  probably  would  have 
been  long  delayed,  or  would  have  rendered  a  special  revela- 
tion for  the  purpose  necessary.  God's  Spirit  and  providence 
moved  together,  interpreting  each  other. 

4.  Philip's  preaching  at  Samaria  and  its  results,  and  the 
apostolic  visit  of  Peter  and  John,  authenticating  the  work 
by  the  Holy  Ghost,  were  further  steps  (Acts  viii.  5-17). 

5.  The  conversion  of  the  eunuch  (viii.  26-40)  was  another 
sign  of  the  approaching  ingathering  of  the  Gentiles. 

Whether  he  was  a  proselyte  of  the  Jews  or  not  is  uncer- 
tain. In  either  case  he  is  introduced  as  a  foreigner.  After 
this  Philip  preached  in  the  cities  along  the  coast  of  the  Med- 
iterranean (ver.  40). 

6.  The  most  decisive  step  toward  the  spread  of  Christian- 
ity as  a  religion  for  the  world  was  taken  in  the  mission  of 
Peter  to  Cornelius,  and  i\\Q  reception  into  the  Church  of  this 
converted  yet  uncircumcised  heathen  (Acts  x.). 

Whether  this  was  before  or  after  Paul's  conversion  is  un- 
certain. ("Then,"  of  ix.  31  is  not  a  particle  of  time.)  In 
either  case  it  was  a  declaration  to  the  Jewish-Christian 
Church  to  receive  Gentiles  without  circumcision.  It  was  de- 
clared through  Peter,  the   head   of  the  Church  and  a  strict 


40  WESTMINSTER  NORMAL   OUTLINES. 

Jew.  He  himself  only  believed  it  possible  on  the  positive 
assurance  of  Christ  and  the  Holy  Ghost  (vers.  15,  19,  44, 
49). 

7.  The  preaching  of  the  gospel  to  Greeks  (not  Grecians, 
as  our  version  has  it)  at  Antioch  was  another  approach  to- 
ward the  world-wide  mission  of  Paul. 

This  is  not  to  be  understood  as  after  the  conversion  of  Cor- 
nelius. Verses  19-21  are  inserted  to  introduce  what  follows. 
They  belong  to  the  period  immediately  after  Stephen's  death, 
and  show  that  the  growth  of  the  gospel  and  of  Christian 
knowledge  was  not  confined  to  the  Jerusalem  church.  From 
our  point  of  study  they  become  of  importance  only  here. 
They,  however,  complete  the  outward  preparatory  movement. 

As  these  events  occurred  the  ideas  of  the  disciples  widened. 
The  original  view  was  that  Gentiles  were  to  become  Chris- 
tians by  becoming  also  Jews.  This  gave  way  before  the 
facts  of  providence.  Some  only  of  the  Christians,  however, 
felt  this  change;  still  few^er  understood  it. 

It  was  only  after  the  scenes  at  Pentecost,  the  preaching  and 
martyrdom  of  Stephen,  the  providential  dispersion  of  the 
Church,  the  miraculous  overthrow  of  Jewish  prejudice  in 
Peter  and  the  Jerusalem  church  against  receiving  Gentiles 
into  the  Church,  and  the  work  at  Antioch,  that  the  Church 
of  Christ  was  ready  for  the  accomplishment  of  Paul's  work. 
After  this  the  work  was  ready  for  the  man. 


LESSON    X. 

Student's  Personal  Research, 

Let  the  student  exert  his  own  powers  in  independent  effort  in  stndyin,<? 
St.  Paul.  Let  him  consult  the  sources  of  information  for  himself,  and  write 
out  the  answers. 


THE  PREPARATION  OF  PAUL  FOR  HIS  WORK.     41 

1.  Sources  of  information.  See  Lesson  VIII.,  also  Acts 
xxii.  1-21;  xxiii.  6 ;  xxiv.  10-21;  xxvi.  1-21;  1  Cor.  ix. 
1;  XV.  8;  Gal.  i.  17-24. 

2.  Questions: 

1.  What  facts  do  we  know  of  Paul's  life  before  the  mar- 
tyrdom of  Stephen — e.  g.  place  of  birth,  early  influences, 
education  at  Jerusalem? 

2.  Narrate  the  facts  of  Paul's  persecution  of  the  Church. 

3.  Give  the  incidents  connected  with  Paul's  conversion. 
We  have  traced  God's  providential  preparation  of  the  world 

and  of  the  Church  for  Paul's  mission  of  making  Christian- 
ity a  world-religion.  We  now  come  to  the  providential  and 
spiritual  training  of  Paul  for  that  mission,  or — 

THE   PREPARATION   OF  PAUL    FOR   HIS  WORK. 

All  the  events  and  circumstances  of  Paul's  life  before  his 
missionary  journeys  converge  toward  his  preparation  for  his 
work. 

1.  Paul  (his  Hebrew  name  Saul,  Acts  vii.  58)  was  born  and 
partially  educated  in  "Tarsus,  a  city  in  Cilicia"  (Acts  xxii. 
3),  one  of  the  three  great  centres  of  ancient  learning.  Was 
born  a  Roman  citizen  (xxii.  28).  He  was  a  Hellenist,  but 
not  a  Hellenizer  (see  Conybeareand  Howson,  chap.  ii.).  His 
father  was  a  Pharisee  (Acts  xxiii.  6  :  "  I  am  a  Pharisee,  the 
son  of  a  Pharisee;"  Phil.  iii.  5:  "of  the  tribe  of  Benjamin, 
a  Hebrew  of  the  Hebrews,  as  touching  the  law,  a  Pharisee  "). 
Though  a  Jew  of  the  Dispersion,  he  grew  up  a  zealot  for  the 
laws  and  customs  of  his  fathers.  As  a  child  he  was  instruct- 
ed in  the  Law,  as  was  Timothy,  and  attended  the  synagogue 
school.  His  early  residence  in  a  heathen  and  philosophic 
city  (Tarsus)  enabled  him  to  preach  in  Greek  as  well  as  He- 
brew, and  acquainted  him  with  heathen  habits,  vices  and 
r-ulture.     The  familiarity  with  the  i)hilosophical  notions  of 


42  WESTMINSTER  NORMAL   OUTLINES. 

his  hearers  which  he  showed  at  Athens  (Acts  xvii.)  may  be 
traced  to  his  early  life  at  Tarsus.  He  elsewhere  shows  his 
knowledge  of  the  Stoical  maxims  which  constituted  the  best 
morality  of  his  day. 

2.  Paul's  later  education  was  received  at  Jerusalem  "  at  the 
feet  of  Gamaliel.'^  This  rabbi  was  the  most  eminent  Phar- 
isee of  his  age.  He  was  at  once  orthodox  and  broad  in  his 
intellectual  sympathies.  The  Jews  called  him  "the  Beauty 
of  the  Law."  He  was  one  of  the  seven  who  alone  are 
called  by  the  Jews  "rabbans."  The  Talmud  says, '^  Since 
Rabban  Gamaliel  died,  the  glory  of  the  Law  has  ceased." 
Compare  his  judicious  speech  (Acts  v.  34-40). 

Under  such  education  Paul  grew  up  a  learned  Hebrew. 
His  speeches  and  Epistles  show  his  perfect  familiarity  with 
the  Old  Testament.  Though  he  naturally  acquired  much  of 
rabbinical  learning,  he  was  preserved  from  the  false  glosses 
and  methods  of  interpretation  of  the  rabbis.  His  training 
at  Tarsus  and  his  training  at  Jerusalem  united  to  fit  Paul 
for  his  work.  If,  in  addition,  we  remember  his  power  of 
reasoning  (see  Romans),  his  adaptability  to  circumstances  (1 
Cor.  ix.  19,  and  as  illustrated  by  his  speeches),  his  courage, 
his  deep  religious  sentiment,  his  enthusiasm,  his  administra- 
tive ability,  we  have  enough  of  features  to  complete  the  pict- 
ure of  a  singularly  well-chosen  man. 

3.  Oup  first  glimpse  of  Paul  is  as  he  holds  the  garments  of 
the  leading  executioners  of  Stephen  (Acts  vii.  58).  He  heard 
Stephen's  wonderful  speech,  saw  the  wonderful  glory  of  his 
face  in  the  Sanhedrim  and  heard  his  dying  prayer.  After- 
ward these  things  were  powers  in  Paul's  soul.  Many  of  his 
speeches  and  expressions  were  learned  then  from  Stephen 
(Acts  xiii.  16-22;  xvii.  24,  etc.).  Augustine  said,  "The 
Church  owes  Paul  to  the  prayers  of  Stephen."  His  knowl- 
edge of  Stephen,   of    his    preaching    and     his    martyrdom, 


THE  PREPARATION  OF  PAUL  FOR  HIS  WORK.     43 

helped  to  prepare  Paul  for  like  exalted  work  and  suffering. 
For  the  time,  however,  Paul  was  the  leading  persecutor  of 
the  Church  (Acts  viii.  3).  In  this  terrible  work  he  saw  the 
graces  of  Christians. 

4.  Suddenly  and  miraculously  Paul  was  changed  by  a  vision 
of  the  risen  Christ. 

(1)  AVe  learn  the  facts  from  Acts  ix.  1-18;  xxii.  6-15; 
xxvi.  12-18;  1  Cor.  ix.  1  ;  xv.  8;  Gal.  i.  15,  16.  When 
Paul  was  nearing  Damascus  on  a  persecuting  commission, 
Christ  appeared  to  his  eyes  and  his  soul  (Gal.  i.  16)  in  a  light 
beyond  the  brightness  of  the  sun  at  mid-day,  and  called  him 
by  name  to  be  his,  to  preach  his  gos})el  to  the  Gentiles.  Jesus 
commanded  him  to  enter  Damascus,  and  after  three  days  sent 
Ananias  to  restore  him  to  sight  and  to  baptize  him. 

(2)  The  differences  in  the  three  accounts  can  be  readily 
harmonized  ;  they  serve  to  show  the  honesty  of  the  testi- 
mony. In  Acts  xxvi.  he  shortens  the  narrative.  In  xxii. 
by  ^'the  voice"  he  means  "the  words;"  in  ix.  7  by  "voice" 
he  means  simply  the  sound. 

(3)  The  supernatural  method  of  Paul's  conversion  pre- 
pared him  for  his  apostolic  work  in  several  ways:  1.  It  en- 
abled him  to  see  the  risen  Christ,  which  was  a  necessary  qual- 
ification of  an  apostle.  2.  It  gave  him  knowledge  of  Christ 
independently  of  the  teachings  of  man  (Gal.  i.  1;  1  Cor.  ix. 
1 ;  XV.  8).  3.  In  his  conversion  Christ  miraculously  em- 
phasized and  authorized  PauFs  special  mission  (Acts  ix.  15; 
xxvi.  17,  18). 


44  WESTMINSTER  NORMAL   OUTLINES. 

LESSON  XI. 
Student's  Personal  Research, 

Note. — For  sources  of  information  see  previous  lessons. 

Write  out  answers  to  these  questions : 

1.  Give  an  account  of  Paul's  doings  for  three  years  suc- 
ceeding his  conversion. 

2.  Narrate  the  incidents  of  Paul's  first  visit  to  Jerusalem 
after  his  conversion. 

3.  What  probably  were  Paul's  labors  in  Syria  and  Cilicia? 

4.  Recall  the  first  preaching  of  the  gospel  at  Antioch,  and 
narrate  Paul's  labors  there. 

5.  How  did  all  these  experiences  prepare  him  for  his 
work? 

THE  PREPARATION  OF  PAUL  FOR    HIS  WORK  (Con- 
cluded). 

5.  After  his  conversion  Paul  began  at  once  to  preach  in 
Damascus  that  Jesus  was  the  Christ  (Acts  ix.  20-22).  He 
then  went  into  Arabia — probably  that  district  of  it  which 
lay  not  far  south-eastward  from  Damascus.  He  there 
remained  three  years  (probably  reckoned  after  the  Jewish 
mode,  one  year  and  parts  of  two).  He  then  returned  to  Da- 
mascus, where  he  preached  until  the  Jews,  aided  by  the  gov- 
ernor of  the  city  (who  had  been  appointed  by  Aretas,  king 
of  Arabia,  2  Cor.  xi.  32),  conspired  to  assassinate  him.  But 
the  disciples  let  him  down  without  the  wall  of  Damascus  in 
a  basket  (Acts  ix.  22-25).  These  early  preaching  efforts  of 
Paul  fitted  him  for  his  future  teaching.  His  sojourn  in  soli- 
tude in  Arabia  gave  him  opportunity  to  derive  his  gospel 
directly  from  Christ.  The  narrative  shows  how  little  was 
learned  by  Paul  from  the  other  apostles  and  eTudean  Chris- 


THE  PREPARATION  OF  PA  UL  FOR   HIS  WORK.      45 

tians.  He  had  been  a  Christian  herald  with  an  apostolic 
commission  in  his  hands  three  years  before  he  had  seen  one 
of  the  original  apostles. 

6.  Paul  went  up  to  Jerusalem  after  these  three  years  to  see 
Peter  (Acts  ix.  26  ;  Gal.  i.  18).  At  first  the  disciples  were 
afraid  of  him,  but  he  was  introduced  to  Peter  and  James  by 
Barnabas,  a  Hellenist  from  Cyprus.  In  Jerusalem  he  re- 
mained in  close  conference  with  Peter  and  disputing  with 
the  Plellenistic  Jews  fifteen  days  (Acts  ix.  29;  Gal.  i.  18). 
When  the  Hellenists  w^ent  about  to  slay  him,  the  Lord  ap- 
peared to  him  in  the  temple  and  commanded  him  to  leave 
Jerusalem,  and  said  to  him,  "Depart,  for  I  will  send  thee 
far  hence  unto  the  Gentiles'^  (Acts  xxii.  17-21). 

Paul's  intimate  fellowship  with  Peter  for  a  fortnight,  his 
rejection  by  the  Hellenists  at  Jerusalem  and  the  direct  com- 
mand of  Christ,  made  still  clearer  to  him  what  his  distinct 
work  was  to  be. 

7.  After  this  Paul  had  another  season  of  quiet  preparation  at 
Tarsus,  and  in  the  regions  of  Syria  and  Cilicia  (Acts  ix.  30; 
Gal.  i.  21). 

8.  Paul  labored  with  Barnabas  an  entire  year  at  Antioch. 
From  this  place  they  carried  up  to  Jerusalem  a  contribution 
for  the  relief  of  the  brethren. 

Note  1. — The  first  laborers  at  Antioch  were  "  laymen  "  driven  from  Je- 
rusalem by  the  persecution  which  arose  about  Stephen.  They  preaclied  to 
Greeks  (Actsxi.  20).  Many  of  these  Gentiles  believed.  When  the  church 
at  Jerusalem  heard  of  it,  they  sent  Barnabas  to  examine  the  work.  He 
found  that  these  Gentile  converts  had  "  the  grace  of  God,"  and  he  immedi- 
ately set  out  to  bring  Paul  from  Tarsus  (Acts  xi.  22-25). 

Note  2. — Paul's  position  in  this  period. 

(1)  As  to  himself.  He  from  the  first  maintained  an  independent  posi- 
tion, though  in  harmony  with  the  other  apostles.  His  right  to  teach,  and 
to  teach  Gentiles,  he  derived  directly  from  Christ.  So  he  declares  in  Gal. 
i.     To  show  this   he  then   narrates  the   history  of  this  period,  exhibiting 


46  WESTMINSTER  NORMAL    OUTLINES. 

liow  little  he  had  to  do  with  the  apostles  and  Judean  Christians.  This 
fact  explains  his  statement  of  certain  events  (e.  g.  his  visit  to  Arabia)  and 
his  omission  of  others. 

(2)  As  to  Christian  doctrine,  consult  Neander's  Planting  and  Training, 
chap.  i.  pp.  97-103.  In  proving  the  Messiahship  of  Jesus  (Acts  ix.  22), 
and  testifying  from  personal  knowledge  to  the  resurrection,  Paul  took  his 
stand  on  common  apostolic  ground.  His  own  mission  to  the  Gentiles  was 
the  main  starting-point  in  whatever  was  new  in  his  early  conception  of  the 
gospel.  How  far  he  had  now  advanced  toward  his  later  doctrinal  position 
we  can  only  conjecture.  The  facts  given  above  point  to  a  considerable 
advance.  Certainly  by  the  end  of  the  period  he  must  have  substantially 
understood  the  distinction  between  Judaism  and  Christianity  (Acts  xi. 
26). 

(3)  As  to  the  existing  Church.  The  disciples  at  first  distrusted  him, 
but  when  the  facts  concerning' his  conversion  and  subsequent  conduct  were 
known  they  gladly  received  him  (Acts  ix.  21,  25-30;  Gal.  i.  23,  24). 
There  is  in  this  period  no  trace  of  hostility  to  him,  except  on  the  part  of  the 
Jews  (Acts  ix.  23-29).  Though  independent  of  (Acts  implies  his  indepen- 
dence as  clearly  as  Galatians  states  it),  he  was  in  harmony  wiih,  the  other 
apostles.  This  is  shown  by  Acts  ix.  23-30.  The  purpose  of  tlie  narrative 
accounts  in  turn  for  Luke's  omission  of  the  sojourn  in  Arabia,  and  the  dif- 
ference in  tone  between  it  and  Gal.  i.  The  accounts  are  supplementary  to 
each  other. 

Paul  had  not  yet  entered  upon  his  grand  mission.  These 
were  only  the  opening  guns  of  the  great  battle  for  Christ 
which  he  was  to  fight.  But  they  toned  him  up  for  the  fu- 
ture conflict  and  work. 

9.  Christianity  thereafter  had  a  second  grand  centre,  An- 
tioch.  At  Antioch  the  preparation  of  the  man  for  his  work 
is  completed.  Thenceforth  Saul  of  Tarsus  is  fitted  to  be 
PAUL,   THE   APOSTLE   OF   THE   GENTILES. 


PAUL'S  FIRST  MISSIONARY  JOURNEY.  47 


LESSON  XII. 

Student's  Personal  Research, 

Sources  of  information,  Acts  xiii.  and  xiv. ;  also  Conybeare  and  How- 
son,  chaps.  V.  and  vi. 

1.  Prove  that  the  Scriptures  foretold  the  preaching  of 
Christ  to  Gentiles — that  Christ  commanded  it. 

2.  Narrate  the  origin  and  inauguration  of  the  first  foreicj^n 
mission. 

3.  Narrate  the  incidents  in  the  work  in  Cyprus,  Perga, 
Antioch  in  Pisidia,  Iconium,  Lystra  and  Derbe. 

4.  Give  the  methods  of  work. 

5.  What  were  Paul's  prominent  doctrines  in  this  period 
of  labor? 

PAUL'S  FIRST  MISSIONARY  JOURNEY,  A.  D.  46-47. 
I.  Its  Origin. 

1.  That  the  gospel  was  to  be  preached  among  all  nations 
was  foretold  in  the  Old  Testament  (Amos  ix.  11,  12;  Isa. 
Ix.  1-14;  Jer.  xxxi.  34;  Ps.  xxii.  27;  Hos.  ii.  23,  etc.); 
was  commanded  by  Christ  (Matt,  xxviii.  19;  Mark  xvi.  15; 
Luke  xxiv.  47  ;  Acts  i.  8).  As  we  saw  in  the  last  few  les- 
sons, the  Church  had  been  prepared  for  it. 

2.  This  work  was  now  begun  by  Barnabas  and  Paul,  by  the 
immediate  authority  of  God  and  l)y  the  solemn  ordination 
of  the  Church.     Read  Acts  xiii.  1-3. 

(1)  These  men,  Barnabas,  Simeon  Niger,  Lucius  of  Cy- 
rene,  Manaen  and  Saul,  are  called  prophets  and  teachei*s — 
i.  e.   men  inspired  to  reveal  and  teach  truth. 

(2)  Note  the  union  of  divine  and  human  authority  in  the 
separation  of  Barnabas  and  Paul  and  in  sending  them  forth. 
The  Holy  Ghost  and  the  Church  together  formally  inaugu- 


48  WESTMINSTER  NORMAL   OUTLINES. 

rated  the  new  work.     The  various  movements  which  had  be- 
fore tended  in  this  direction  at  last  harmonized  in  one. 

(3)  Paul's  divine  call  to  be  an  apostle  had  been  given  be- 
fore (1  Cor.  ix.  1 ;  Gal.  i.  1).  This  laying  on  of  hands  was 
simply  the  formal  recognition  by  the  Church  of  the  call  of 
Christ  and  the  Spirit.  It  teaches  us  that  the  Church  is  God's 
channel  of  ordaining  men. 

(4)  The  association  of  Barnabas  as  an  apostle  with  Paul 
(Acts  xiv.  4,  14)  is  a  free  use  of  the  word  "  apostle." 

II.  Geography  of  the  Journey. 

1.  Consult  Smith's  Dictionary,  or  the  Westminster  Dia- 
tionary,  or  Conybeare  and  Howson,  for  descriptions  of  An- 
tiocli,  Seleucia,  Cyprus,  Salamis,  Paphos,  Perga  in  Pamphy- 
lia,  Antioch  in  Pisidia,  Iconium,  Lystra,  Derbe,  Attalia. 

2.  Trace  on  the  map  the  route  of  Barnabas  and  Paul,  both 
in  going  and  returning. 

III.  Memorable  Events  of  the  Journey. 

1.  In  Cyprus.  At  Paphos,  Barnabas  and  Paul,  and  John 
Mark  (see  Westminster  Normal  Outlines,  Junior  Course ,  p. 
51),  who  accompanied  them  as  an  assistant,  were  opposed 
by  a  noted  sorcerer,  who  was  called  Elymas,  a  Jew,  whose 
original  name  was  Bar  Jesus.  Him  they  miraculously 
vanquished,  and  the  proconsul,  Sergius  Paulus,  before 
whom  the  miracle  was  wrought,  became  a  disciple  (xiii. 
6-12). 

2.  Here  the  apostle  is  first  called  Paul.  Some  erroneously 
suppose  the  name  was  given  in  honor  of  the  conversion  of 
Sergius  Paulus.  But  probably  the  name  was  here  given  be- 
cause Paul  here  assumes  the  leadership,  in  which  he  was 
known  by  this  name. 


PAUL'S  FIRST  MISSIONARY  JOURNEY.  49 

3.  In  Asia  Minor. 

(1)  At  Perga  Mark  forsook  Paul  and  Barnabas  (xiii. 
13). 

(2)  At  Antioch  in  Pisidia,  Paul  delivered  his  first  recorded 
address  (Acts  xiii.  15-41).  Afterward  many  Jews  and  re- 
ligious proselytes  were  brought  to  the  faith.  When  "al- 
most the  whole  city,"  Gentiles  as  well  as  Jews,  came  the 
next  sabbath  to  hear  the  word  of  God,  the  Jews  violently 
opposed.  But  Paul  and  Barnabas  turned  to  the  Gentiles. 
Many  of  them  believed,  and  the  whole  region  was  evangel- 
ized. But  the  Jews,  by  arousing  persecution  against  them, 
drove  them  from  Antioch  (44-52). 

(3)  At  Iconium  great  multitudes,  both  of  the  Jews  and 
Greeks,  believed.  Though  opposition  was  fanned  by  the 
Jews,  they  abode  there  a  long  time,  working  many  miracles. 
Again  they  were  forced  to  flee. 

(4)  Paul  and  Barnabas  preached  through  all  the  region  of 
Lystra  and  Derbe.  The  people  of  Lystra  were  so  excited 
by  the  miracle  wrought  by  Paul  in  healing  a  man  born  lame 
that  with  great  difficulty  the  missionaries  prevented  them 
from  doing  divine  honors  to  them.  But  the  superstitious 
and  fickle  populace,  stirred  by  Jews  from  Antioch  and  Ico- 
nium, soon  as  madly  turned  against  them,  stoned  Paul  and 
left  him  for  dead  outside  the  walls  of  the  city.  But  the 
apostle,  restored  (probably  by  a  miracle),  went  with  Barna- 
bas to  Derbe.  Undaunted  by  persecution,  the  missionaries 
deliberately  went  back  again  over  this  field  of  labor,  com- 
pleting the  organization  of  the  new  churches  at  Lystra,  Ico- 
nium and  Antioch,  and  confirming  the  believers. 

After  preaching  at  Perga  on  their  homeward  journey, 
they  sailed  from  Attalia  for  Antioch.  They  reported  their 
labors,  and  especially  that  God  had  opened  the  door  of  faith 
to  the  Gentiles. 

■>  1) 


50  WESTMINSTER  NORMAL    OUTLINES. 

IV.  Methods  of  Evangelization. 

1.  Preaching  was  the  first  means  used  for  reaching  the  peo- 
ple with  the  word  (Acts  xiii.  5,  38,  42,  49;  xiv.  7,  21,  25). 
It  is  evident  also  that  they  supplemented  their  preaching 
with  familiar  teaching  of  the  word  (xiii.  43  ;  xiv.  21). 

2.  The  missionaries  first  labored  among  the  Jews,  both  be- 
cause the  synagogues  were  the  natural  means  of  access  to  the 
people,  and  because  the  oifer  of  salvation  was  to  be  made 
first  to  the  Jews  (xiii.  5,  14,  46 ;  xiv.  1 ;  Rom.  i.  16 ;  ii.  9). 
Yet  they  neglected  not  the  Gentiles,  but  preached  boldly 
and  freely  the  gospel  to  them  ("  Ye  that  fear  God,"  Acts 
xiii.  42,  46,  47;  xiv.  1).  When  they  returned  to  Antioch 
part  of  their  report  was  concerning  the  faith  of  the  Gentiles. 
Paul's  great  mission  to  the  Gentiles  did  not  ignore  the  Jews. 
He  did  not  attempt  to  build  up  churches  disconnected  from 
Jewish  Christian  churches.  His  work  was  a  development  of 
the  earlier  work  of  the  Church. 

3.  The  Holy  Ghost  bore  witness  to  their  preaching  by  signs 
and  wonders  (xiii.  11  ;  xiv.  3,  10,  20). 

4.  Following  tlie  command  of  Christ  (Matt.  x.  23),  when 
persecuted  in  one  city  they  fled  to  another,  shaking  oif  the 
dust  of  their  feet  against  them  (xiii.  51).  These  persecutions 
were  instigated  by  the  Jews,  and  were  in  the  form  of  mobs. 
The  influence  of  the  Jews  on  some  classes  of  the  Gentiles, 
and  particularly  over  some  honorable  Gentile  women,  was 
very  powerful. 

V.  Doctrines. 

These  may  be  obtained  from  Paul's  addresses  in  Antioch 
of  Pisidia  (xiii.  14-47).  In  his  first  address  he  sketched 
briefly  the  history  of  the  chosen  people  until  the  time  of 
David,  to  whom  the  promise  was  made  that  of  iiis  seed  the 
Messiah  should  come  (vs.  11-23).      He  declares  Jesus  to 


PAUL'S  FIRST  MISSIONARY  JOURNEY.  51 

have  been  this  Christ  and  to  have  been  witnessed  to  by  Jolm 
the  Baptist  (23-25).  He  narrates  Christ's  rejection  by  the 
Jews  at  Jerusalem,  his  death  and  resurrection,  laying  stress 
on  the  latter  as  the  proof  of  his  Messiahship,  and  as  the 
fulfillment  of  prophecies  in  Psalms  ii.  and  xxii.  (vs.  26- 
37).  The  apostle  declared  that  through  Jesus  was  to  be  had 
forgiveness  of  sins  (38,  39),  and  finally  warned  them  against 
fulfilling  by  unbelief  the  darker  predictions  of  their  own 
prophets  (40,  41).  In  his  second  address  (46,  47)  he  turned 
from  the  Jews  to  the  Gentiles,  and  declared  Christ  to  be,  ac- 
cording to  prophecy,  the  Saviour  of  all  men. 

In  this,  note — 

(a)  As  common  to  all  early  apostolic  preaching,  the  state- 
ment of  Christ's  connection  with  Old  Testament  history,  and 
the  stress  laid  on  his  resurrection  (see  also  Acts  ii.  22-36 ; 
iii.  12-26;  iv.  10;  v.  29-32.) 

(6)  As  peculiarly  Pauline,  the  belief  that  Gentiles  have  equal 
rights  in  Christ  with  Jews:  Acts  xiii.  16,  "  Ye  that  fear  God ;" 
v.  17,  "God  of  this  people  of  Israel  chose  our  fathers — i.  c. 
"  fathers  of  us  all,  whether  Jews  or  Gentiles ;"  v.  26,  "  To 
yoUy^  both  Jews  and  Gentiles,  in  distinction  from  Jews  in 
Jerusalem;  v.  39,  "all  that  believe,"  and  the  distinct  exhi- 
bition of  the  gospel  as  the  complement  of  the  law.  So  stated 
as  to  imply  the  law's  insufficiency  (v.  39).  His  statement 
of  justification  is  less  exact  than  in  Galatians  and  Romans, 
but  the  growing  germ  of  this  latter  is  here.  Verse  39  may 
be  compared  with  Romans  viii.  3.  Inasmuch,  however,  tis 
Paul  preached  salvation  by  faith  to  the  Gentiles  (xiii.  39,  48; 
xiv.  27),  he  must  have  already  perceived  that  "by  faith  a 
man  is  justified  without  the  deeds  of  the  law." 

We  shall  see  later  that  in  this  the  other  apostles  agreed 
with  him,  but  Paul  carried  out  the  truth  into  actual  work. 
Paul's  fundamental  position,  therefore,  w^as  already  clearly 


52  WESTMINSTER  NORMAL   OUTLINES. 

taken,  but  the  reasoned  statement  of  it  was  not  yet  made — 
probably  was  not  yet  fully  formed  in  his  own  mind. 

The  address  at  Lystra  (xiv.  15-17),  being  spoken  to  idol- 
aters, is  of  an  entirely  different  character.  It  is  of  value, 
however,  in  the  progress  of  doctrine,  in  so  far  as  it  sliows 
Paul's  perception  of  the  basis  of  natural  religion  existing 
among  the  Gentiles,  and  of  their'  place  in  God's  economy. 
It  is  in  the  line  of  Acts  xvii.  16-34  and  Rom.  i.  It  shows 
already  the  apostle's  breadth  of  view,  and  leads  up  to  his 
latest  defined  position — e.g.  in  Romans — from  the  opposite 
direction  to  that  from  which  the  address  in  Antioch  leads. 

Jn  the  phraseology  of  these  addresses  certain  marks  of 
Pauline  authorship  may  be  noted;  compare  xiii.  23-33  with 
Rom.  i.  3,  4;  xiii.  27  with  1  Cor.  ii.  8 ;  xiii.  31  with  1  Cor. 
XV.  5-7;  xiii.  32,  33  with  Gal.  iii.  16 ;  also  Rom.  iv.  13-16 
with  "us"  in  Acts  xiii.  33,  remembering  xiii.  39  with  Rom. 
iii.  28  and  viii.  3  ;  xiv.  16  with  Acts  xvii.  30  ;  xiv.  17  with 
Rom.  i.  20. 

The  results  of  this  journey  were  that  the  gospel  was  preached 
and  accepted  in  a  wider  circle  than  ever  before ;  churches 
established,  in  many  of  which  Gentile  converts  must  have 
greatly  preponderated ;  free  proclamation  of  the  gospel  to 
all  Gentiles  as  well  as  Jews  was  authorized;  and  the  possi- 
bilities of  direct  work  among  the  nations  were  disclosed. 


LESSON  XIII. 

student" s  Personal  liesearrh. 

1.  Study  carefully,  with  all  helps,  Acts  xv.  and  Gal.  ii. 

2.  Search  out  the  nature  of  the  controversy  concerning  the 
admission  of  Gentiles  into  the  Christian  Ciiurch. 


THE  JUDAISTIC  CONTROVERSY,  53 

8.  Define  the  occasion  of  the  Conncil  at  Jerusalem,  a.d.  50. 

4.  Give  a  narrative  of  the  doings  of  that  council. 

5.  Show  the  effects  of  the  decision  of  the  council. 

•HE  JUDAISTIC  CONTROVERSY,  A.  D.  50  (Acts  xv.  1-35; 
Gal.  ii.). 
1.  The  Nature  of  the  Controversy. 

The  conversion  of  the  Gentiles  and  their  organization  into 
Christian  churches  soon  aroused  the  opposition  of  some  in 
the  Jerusalem  church  who  had  been,  before  their  own  conver- 
sion, strict  legalists  (for  the  most  part  of  the  Pharisaic  sect, 
XV.  5),  and  who,  as  Christians,  continued  to  observe  minute- 
ly the  Mosaic  ceremonial.  All  Jewish  Christians,  indeed, 
continued  to  observe  the  Law.  Those  in  Jerusalem  attended 
the  temple  services.  The  majority,  however,  and  the  apos- 
tles, regarded  the  Law  as  binding  them  only  as  Jews,  and  as 
being  for  them  a  rule  of  both  duty  and  expediency.  The 
extremists,  on  the  other  hand,  regarded  it  as  a  condition  of 
salvation  (xv.  1).  They  therefore  opposed  the  free  admis- 
sion of  Gentiles,  and  afterward,  not  silenced  by  the  decision 
of  the  Church,  opposed  the  apostle  Paul  with  personal  ani- 
mosity. 

The  appearance  of  these  men  in  Antioch,  which  was  for 
the  purpose  of  detecting  how  far  Gentile  innovation  had 
gone  (Gal.  ii.  4),  produced  dissension  in  that  church,  so  that  it 
was  determined  to  send  Paul  and  Barnabas,  with  others,  to 
Jerusalem  to  consult  with  the  apostles  and  elders  there  on 
the  matter.  The  question  was  obviously  one  of  vital  im- 
portance to  the  Gentile  converts.  Paul,  however,  did  not  go  to 
Jerusalem  because  he  had  himself  any  doubts  in  the  matter, 
or  because  he  would,  for  any  one,  have  yielded  the  point  at 
issue.     It  appears  from  Gal.  ii.  2  that  he  went  up  also  "by 

revelation,"  and  that  he  maintained  intact  his  own  apostolic 

5* 


54  WESTMINSTER   NORMAL   OUTLINES. 

independence.  He  was  the  advocate  of  the  Gentile  Chris- 
tians. But  his  desire  was  that  the  whole  Church  might  be  in 
harmony  (Gal.  ii.  2),  and  to  this  end  he  wished  both  to  make 
a  clear  statement  of  his  views  to  the  other  apostles  and  to 
secure  mutual  forbearance  and  confidence.  He  first,  there- 
fore, obtained,  on  coming  to  Jerusalem,  a  private  interview 
with  the  chief  men  of  the  Church  (probably  Peter,  James, 
John  and  others),  in  which  he  freely  stated  his  views  (Gal. 
ii.  2).  They  cordially  received  him,  and  with  the  majority 
of  the  Church  recognized  the  validity  of  his  work  (Acts  xv. 
3,  4;  Gal.  ii.  9).  The  *' Judaists,''  however,  soon  advanced 
their  doctrine  (Acts  xv.  5),  and,  as  the  discussion  grew,  a  coun- 
cil of  the  Church  was  held  to  consider  it  (Acts  xv.  6-22). 

II.  The  Council  at  Jerusalem. 

After  much  inconclusive  disputing,  Peter  rehearsed  the  con- 
version of  Cornelius  and  advocated  at  length  Gentile  liberty. 
His  ground  was  that  Jews  as  well  as  Gentiles  are  saved  by 
faith  only,  and  that  both  in  Christ  reject  salvation  by  the 
deeds  of  the  Law  (xv.  7-11).  This  quieted  the  assembly, 
while  Barnabas  and  Paul  narrated  the  tokens  of  divine  ap- 
proval which  they  had  received  in  their  work  among  the 
Gentiles  (Actsxv.  12).  James  (the  brother  of  the  Lord,  and 
leader,  for  personal  reasons,  of  the  Jerusalem  church)  fol- 
lowed (xv.  13-21).  He  judged  Peter's  position  to  be  the 
fulfillment  of  Old  Testament  prophecy,  and  thence  argued 
that  the  Gentile  converts  should  be  unmolested,  and  that 
they  should  only  be  urged  to  abstain  from  certain  habits 
peculiarly  offensive  to  Jews.  ["Fornication"  is  enumer- 
ated with  three  things  indifferent,  not  because  it  is  also  in- 
different, but  because  it  was  a  peculiarly  Gentile  vice,  and 
by  a  Jewish  Christian  would  be  among  the  things  naturally 
named  as  Gentile  sins.] 

5  * 


THE  JUDAISTIC  CONTROVERSY.  55 

We  learn  also  (Gal.  ii.  10)  that  Paul  and  Barnabas  were 
(privately?)  urged  to  "  remember ''  the  poor  saints  in  Jeru- 
salem, and  thus  by  Gentile  charity  to  increase  the  unity  of 
the  Church. 

The  opinion  of  James  tlms  pleased  the  whole  assembly, 
and  Judas  and  Silas  were  sent  with  Paul  and  Barnabas  to 
Antioch  bearing  a  communication  from  the  Jerusalem  church 
to  the  above  effect  (v.  22-29). 

III.  Result  of  the  Decision. 

1.  The  effect  in  Antioch  was  to  produce  great  joy  and  to 
strengthen  the  faith  of  the  disciples  (Acts  xv.  30-32). 

2.  The  "Judaizers,"  however,  were  not  overthrown  by  it. 
They  appear  {e.  g.)  in  Galatians  maintaining  their  former  opin- 
ions and  opposing  Paul. 

Nor  had  the  Jewish  Christians  who  agreed  to  the  decision 
always  courage  to  act  up  to  it.  Shortly  after  the  Council, 
Peter,  having  come  to  Antioch  and  having  freely  associated 
with  the  Gentiles,  feared  to  do  so  when  certain  Christians 
from  Jerusalem  were  present  (Gal.  ii.  11,  12).  Even  Bar- 
nabas acted  in  the  same  way  (v.  13),  so  that  Paul  openly  re- 
proved Peter  (Gal.  ii.  14-20).  These  "from  James"  (Gal. 
ii.  12)  were  not  "  Judaizers,"  but  only  strict  Jewish  Chris- 
tians, and  Peter's  conduct  shows  the  tenacity  with  which 
such  held  the  Mosaic  law  to  be  binding  on  all  Jews,  The 
"  Judaizers,"  however,  henceforth  became  a  sect  (Gal.  ii.  4, 
etc.),  and  were  afterward  denounced  by  Paul  as  anti-Chris- 
tian, and  as  instigated  by  worldly  motives  (Gal.  v.  12,  13; 
Phil.  iii.  2,  etc). 

3.  Doctrinal  results. 

(a)  The  whole  Church  had  now  formally  recognized  as 
Christian  the  doctrines  of  free  salvation  for  all  through  faith 
in  Christ,  unentangled  with  any  national  privileges  or  ritual. 


56  WESTMINSTER  NORMAL   OUTLINES. 

This  position  is  expressed  by  Paul  as  being  admitted  truth 
in  Gal.  ii.  14-20.  His  general  argument  was  this :  There 
is  no  justification  by  works  of  the  law  (v.  16);  the  law's 
work  is,  on  the  contrary,  to  slay  by  inflicting  punishment 
for  disobedience  (v.  19) ;  in  Christ  the  believer  has  died  to 
the  law,  that  in  Christ  he  might  by  faith  live  again  (v. 
20) ;  therefore  union  by  faith  with  Christ  is  the  only  means  of 
justification  (v.  16),  and  is  the  essence  of  personal  religion 
(v.  20). 

(6)  The  idea  of  the  Church  itself,  as  a  moral  catholic  unit 
in  the  Spirit,  yet  embracing  widely  different  forms,  was  being 
apprehended.  The  fundamental  conception  then  of  Chris- 
tian life  was  that  of  personal  faith  in  Christ  as  Lord  and 
Redeemer,  founded  on  repentance  for  sin  and  authenticated 
by  the  possession  of  the  Spirit. 

That  we  hear  nothing  of  this  decision  of  the  Council  later 
than  Acts  xvi.  4  is  perhaps  because  its  doctrine  was  recog- 
nized, and  therefore  silently  assumed,  or  because  it  met  a  spe- 
cific want  by  a  specific  statement.  That  Paul  makes  no  men- 
tion of  it  in  Galatians  is  due  to  the  fact  that  he  there  is  de- 
fending his  own  independent  apostolic  authority  (Gal.  i.  1), 
and  hence  reasons  out  the  question  of  circumcision  on  its 
own  merits  (iii.  5).  At  the  same  time,  this  later  silence  about 
the  decision  indicates  that  there  was  no  belief  in  an  infallible 
Church  imposing  laws  through  organized  councils.  Apostolic 
authority,  indeed,  made  it  possible  for  the  decree  to  read, 
"  it  seemed  good  to  the  Holy  Ghost  and  to  us,"  but  apos- 
tolic authority  even  might  lay  down  a  temporary  enactment. 
The  impression  derived  from  the  whole  narrative  is  rather 
that  of  free,  universal  Christian  thought  and  discussion,  ex- 
pressing, under  the  Spirit's  guidance,  its  conclusions  on  the 
basis  of  the  facts  of  revelation  and  providence. 

Thus  from   her  first  great  internal  struggle  the  Church 


BE  VIEW.  57 

emerged  with  a  clear  consciousness  of  her  mission  and  of  the 
truths  directly  involved  in  it. 


LESSON   XIV. 


REVIEW  OF  SIX  LESSONS  ON   PAUL'S  PREPARATION 
AND  FIRST  MISSION. 

I.  Outline  of  Lessons. 

f  Lesson  VIIL 
The         I        "       IX. 
Prepared  1        "       X. 
Workman,  I        "       XI. 


His 

Journey, 

First 

Lesson  XII. 

Mission 

Council, 

Lesson  XIII, 

II.  Geography  of  the  Lessons. 

1.  CiLICIA. 

2.  Palestine. 

3.  First  Journey. 

III.  Practical  Teachings  of  the  Lessons. 

Indicate  points  in  these  six  lessons  which  illustrate — 

1.  God's  Plan  in  History; 

2.  God's  Plan  in  the  Church  ; 

3.  God's  Plan  in  the  Individual's  Life; 

4.  The   Spirit   of  Christianity  is   the   Spirit  of 

Missions. 


58  WESTMINSTER  NORMAL   OUTLINES. 

LESSOIN'  XV. 
StiidenPa  Personal  Research, 

1.  Sources  of  information:  Kead  (1)  Acts  xv.  36-xviii.  22;  First  and 
Second  Thessalonians ;  references  in  First  Corinthians.  (2)  Conybeare 
and  Howson,  chapters  viii.-xii. ;  Neander's  Planting  and  Training,  chap- 
ter vi. ;  Westminster  Bible  Dictionary  on  Phrygia,  Galatia,  Troas,  Philippi, 
Thessalonica,  Berea,  Athens. 

2.  Questions.      (The  students  are  requested  to  write  out  the  answers.) 

(1)  Narrate  the  circumstances  of  the  beginning  of  PauPs 
second  missionary  journey. 

(2)  Who  were  the  Galatians  ? 

(3)  What  impelled  Paul  to  pass  over  into  Europe? 

(4)  Narrate  the  facts  connected  with  his  preaching  at 
Philippi. 

(5)  Also  at  Thessalonica  and  Berea. 

(6)  Explain  PauFs  exact  position  on  circumcision,  in  the 
light  of  Acts  xvi.  3  and  Gal.  ii.  3. 

(7)  What  were  the  facts  of  Paul's  labors  at  Athens  ? 

(8)  In  what  relation  did  the  gospel  stand  toward  Roman 
law? 

(9)  Analyze  Paul's  address  on  Mars'  Hill. 

PAUL'S  SECOND  MISSIONARY  JOURNEY,  A.  D.  51-53,  IN- 
CLUDING THE  FIRST  INTRODUCTION  OF  CHRISTI- 
ANITY INTO  EUROPE. 

I.  Geography. 

Trace  on  the  map  the  route  of  Paul  and  Silas  from  An- 
tioch  to  Derbe,  Lystra,  Iconium,  Antioch  in  Pisidia,  thence 
through  Phrygia  and  Galatia,  and  through  Mysia  to  Troas, 
across  the  ^gean  Sea,  landing  in  Europe  at  Neapolis,  and 
reaching  Philippi.     From  Philippi  trace  the  route  to  Thes- 


PAUL'S  SECOND  MISSIONARY  JOURNEY.  59 

salonica,  thence  to  Berea  and  (probably)  by  sea  to  Athens, 
and  thence  to  Corinth  and  Cenchrea,  thence  by  way  of  Eph- 
esus  to  Csesarea  and  Jerusalem,  and  finally  arriving  at  An- 
tioch. 

II.  The  History. 

1.  Paul  proposed  to  Barnabas  to  go  again  and  visit  the 
churhes  which  tliey  had  founded.  This  was  the  first  con- 
ception of  the  second  journey.  Barnabas  consented,  but  be- 
tween him  and  Paul  there  arose  such  a  sharp  dispute  con- 
cerning the  wisdom  of  taking  John  Mark  with  them  that 
they  parted  asunder.  Barnabas  with  Mark  went  to  Cyprus. 
Paul,  accompanied  by  Silas,  "  went  through  Syria  and  Cilicia, 
confirming  the  churches''  (Acts  xv.  36-41). 

2.  At  Lystra,  Paul  took  with  him  Timothy,  a  young  disciple 
well  reported  of.  Paul  had  probably  been  the  means  of  his 
conversion  during  his  first  visit  to  Lystra  (1  Tim.  i.  2;  2 
Tim.  i.  2  ;  1  Cor.  iv.  17).  On  account  of  his  Jewish  de- 
scent on  his  mother's  side  and  the  feelings  of  the  Jews,  as 
a  matter  of  expediency,  and  not  as  a  necessary  condition  of 
salvation,  Paul  circumcised  him  (Acts  xvi.  1-3). 

Paul  would  not  allow  the  circumcision  of  Gentiles  (Gal. 
V.  2-4),  but  he  himself  frequently,  though  not  always,  ob- 
served the  Law,  and  assumed  that  Jewish  converts  would 
usually  do  the  same.  He  stood  therefore  doctrinal ly  on  the 
same  ground  with  Peter  (Acts  xv.  7-11)  and  with  the  other 
apostles  and  the  decrees  of  the  Jerusalem  Council  (Acts  xvi. 
4).  These  decrees  he  carried  with  him  and  delivered  to  the 
churches.  Personally,  Paul  was  readier  than  the  other  apos- 
tles to  avail  himself  of  this  Christian  liberty  (1  Cor.  ix.  20, 
21).     This  liberty  he  claimed  to  belong  to  all. 

3.  Paul,  Silas  and  Timothy  went  throughout  Phrygia  and 
the  region  of  Galatia. 


60  WESTMINSTER  NORMAL    OUTLINES. 

4.  By  Supernatural  direction  Paul  carried  the 
Gospel  for  the  First  Time  into  Europe. 

They  "  were  forbidden  of  the  Holy  Ghost  to  preach  the 
word  in  Asia/'  They  desired  to  go  into  Bithynia,  but  the 
Spirit  suffered  them  not.  Finally,  these  hindrances  were  ex- 
[)lained  by  the  vision  at  Troas  of  the  Macedonian  saying  to 
Paul,  "  Come  over  and  help  us."  The  time  is  ripe  for  the 
extension  of  the  gospel  into  Europe.  Christianity  is  freed 
from  bondage  to  the  Law.  It  is  well  rooted  in  Asia  Minor. 
Paul  is  ready  to  do  the  work.  Note  that  the  apostolic  com- 
pany is  here  joined  by  Luke.  (See  the  "we"  in  Acts  xvi. 
11-17.) 

5.  The  apostle  landed  at  Neapolis,  and  proceeded  at  once 
to  Philippi,  the  chief  city  of  that  part  of  Macedonia.  (For 
complete  description  and  history  of  Philippi,  see  Conybeare 
and  Howson,  chap,  ix.) 

(1)  As  there  was  no  synagogue  at  Philippi,  Paul  and  his 
fellow-laborers  attended  the  sabbath  gathering  at  the  prayer 
place  by  the  river-side,  and  familiarly  spoke  to  the  women 
assembled  (xvi.  13).  Lydia  of  Thyatira  became  the  first 
convert  at  Philippi  (xvi.  14,  15). 

(2)  The  cure  of  the  damsel  possessed  with  an  evil  spirit 
of  divination  (xvi.  16-18)  so  excited  the  rage  of  her  mas- 
ters that  they  suddenly  arrested  Paul  and  Silas  and  hurried 
them  into  the  court  (xvi.  19,  20). 

Here  first  was  the  gospel  arraigned  before  heathen  magis- 
trates. As  Paul's  labor  extended,  this  became  more  frequent. 
In  the  charges  made  against  Cliristians  we  see  reflected  the 
progress  of  the  Church,  and  its  increasing  importance  in 
Gentile  eyes  as  it  became  to  them  less  of  a  Jewish  sect  and 
more  of  a  world-religion.  The  charge  against  Paul  was  in 
this  case  prompted  by  anger  (xvi.  19),  but  the  prosecutors 
made  it  in  the  form  of  an  offence  against  the  state  (vs.  20, 


PAUL'S  SECOND  MISSIONARY  JOURNEY.  61 

21).  Roman  law  and  custom  granted  religious  toleration, 
but  forbade  the  attack  of  one  faith  upon  another.  The  mis- 
sionaries therefore  were  arraigned  not  as  Christians,  but  as 
Jews  (v.  20)  who  were  assailing  the  religion  of  Rome  (v. 
21).  They  had,  however,  no  trial.  The  magistrates  were 
themselves  carried  away  by  the  excitement  of  the  mob,  and 
sentenced  Paul  and  Silas  to  be  scourged  and  imprisoned  (vs 
22,  23). 

Hence  Paul's  conduct  the  next  day  (v.  37).  The  magis- 
trates themselves  had  been  guilty  of  a  great  crime  in  scourg- 
ing Roman  citizens  who  had  not  been  condemned  after  a  fair 
trial  (v.  38).  As  soon,  therefore,  as  Roman  law  was  invoked 
against  him,  Paul,  on  the  basis  of  Roman  law,  made  his  de- 
fence. 

6.  The  first  Gentile  persecution  ended  decidedly  in  favor 
of  the  gospel.  God  delivered  his  servants  by  an  earthquake, 
the  jailer  and  his  family  were  converted,  and  the  first  church 
in  Europe  was  founded.  The  church  in  Philippi  was  the 
purest  of  those  whose  history  is  recorded  in  the  New  Testa- 
ment, and  most  beloved  by  Paul. 

7.  Having  left  Luke  to  minister  to  the  church  at  Phil- 
ippi, Paul  and  his  company  came  to  Thessalonica.  Paul 
preached  in  the  synagogue  on  three  successive  sabbaths 
(xvii.   1-3). 

They  probably  remained  in  Thessalonica  more  than  three 
weeks,  for  Paul  labored  at  his  trade  (1  Thess.  ii.  9),  and  re- 
ceived aid  from  Philippi  (Phil.  iv.  16).  Many  here,  especially 
Gentiles,  believed  (Acts  xvii.  4).  But  the  hostile  Jews  raised 
a  mob,  dragged  Jason,  who  was  entertaining  Paul  and  other 
"  certain  brethren,''  before  the  rulers,  and  accused  them  of  re- 
bellion against  Caesar  (xvii.  5-7).  The  indictment  was  different 
from  the  one  at  Philippi ;  that  was  for  violating  Roman  law  con- 
cerning religion — this  was  for  treason  against  the  emperor. 

6 


62  WESTMINSTER  NORMAL    OUTLINES. 

This  might  have  been  an  exaggeration  of  Paul's  presenta- 
tion of  Christ  as  the  coming  King  in  his  doctrine  of  the 
second  advent.  Notliing  serious  resulted  from  the  persecu- 
tion (xvii.  9),  and  Paul  and  Silas  were  sent  away  by  night. 

8.  At  Berea  they  preached  with  great  effect.  The  Be- 
reans  siiowed  remarkable  willingness  to  receive  the  gospel 
and  to  search  the  Scriptures.  But  the  hostile  Jews  from 
Tliessalonica  stirred  up  the  people  and  caused  them  to  Hee. 

9.  Paul  disputed  in  the  synagogue  at  Athens,  and  addressed 
the  philosophers  of  the  Epicurean  and  Stoic  sects  on  the  Are- 
opagus. 

Paul's  stay  at  Athens  was  chiefly  marked  by  this  address 
to  the  Epicureans  and  Stoics.  This  illustrates  the  contact 
of  the  gospel  with  the  highest  forms  of  Gentile  culture. 
The  Stoics  generally  grasped  the  moral "  idea  of  life,  and, 
though  pantheists,  had  almost  a  spiritual  conception  of  the 
divine  side  of  the  universe.  They  represented  the  best 
heathen  morality  of  the  day.  The  Epicureans  were  more 
grossly  materialistic  in  their  philosophy,  and  made  happi- 
ness the  end  of  life.  In  presenting  the  gospel  to  such  men 
the  apostle  naturally  pursued  an  altogether  different  course 
from  that  used  in  the  synagogues. 

He  first  courteously  recognized  the  religious  sentiment  in 
his  hearers  (xvii.  22,  23),  then  declared  to  them  the  Supreme 
Being  (23)  as  the  Creator  of  all  (24),  as  spiritual  (24),  as 
self-sufficient  (25),  as  the  Ruler  of  providence  (26,  27),  who 
is  guiding  men  to  the  knowledge  of  himself,  being,  in  fact, 
ever  about  them  (28).  Hence,  he  argued,  men  should  not 
worship  idols  (29),  but  hear  the  divine  message  (30,  31), 
which  had  now  at  length  come,  of  repentance  and  judgment 
and  of  faith  in  Clirist,  who  has  been  raised,  as  the  proof  of 
the  message,  from  the  dead  (31).  It  was  the  gospel  adapted 
to  his  hearers,  and,  on  the   basis  of  their  own   philosopliy. 


PAUL'S  SECOND  MISSIONARY  JOURNEY.  63 

they  would  naturally  hear  Paul  respectfully,  and  perhaps  as- 
sentingly,  until  he  affirmed  the  miracle  of  the  resurrection 
(32),  which,  of  course,  no  one  of  them  would  admit. 

The  Christian  theists  and  pantheists  use  many  of  the  same 
expressions,  but  the  question  of  Christ's  resurrection  at  once 
divides  them. 


LESSON    XVI. 
Student's  I*ersoiial  Research. 

1.  For  sources  of  information  see  Lesson  XIII. 

2.  Questions  to  which  written  answers  are  expected : 

(1)  Give  a  sketch  of  the  history,  topography  and  charac- 
ter of  Corinth. 

(2)  What  were  the  forces  arrayed  against  Paul  at  Corinth  ? 

(3)  Give  an  account  of  PauFs  depression  there. 

(4)  When,  where  and  why  were  the  Epistles  to  the  Tlies- 
salonians  written  ? 

(5)  Give  the  divisions,  the  names  and  dates  in  order  of 
time  of  Paul's  Epistles. 

(6)  Give  the  divisions  of  the  First  Epistle.     Of  the  Sec- 
ond. 

(7)  Unite  the  scattered  elements  of   the  doctrine  of  the 
second  advent,  given  in  the  First  and  Second  Thessalonians. 

(8)  What  were  the  distinguishing  doctrines  of  the  sec- 
ond journey? 

PAUL'S  SECOND  MISSIONARY  JOURNEY,  A.  D.  51-53 

( C0>X'LUDED). 

I.  Paul's  Work  at  Corinth. 

1.   Paul's  coming  to  Corinth,  and  his  stay  there  of  eigli- 


64  WESTMINSTER  NORMAL  OUTLINES. 

teen  months,  are  important  epochs  in  his  life.  (For  descrip- 
tion of  Corinth,  see  Conybeare  and  Howson,  chap.  xi. ;  Acts 
xviii.  1-18.) 

It  was  remarkable  for — 

(1)  The  opposition  which  Paul  met.  This  was  chiefly 
from  the  Jews  (v.  1 2).  They  succeeded,  however,  only  in 
driving  him  from  the  synagogue  to  the  house  of  Justus  (vs. 
6,  7),  for  when  they  brought  him  before  the  proconsul  Gallic 
(a  brother  of  Seneca  the  philosopher),  their  complaint  was 
contemptuously  dismissed  (v.  16),  and  their  chief  ruler  was 
mobbed  by  the  Greeks  before  the  very  judgment-seat  (v.  17). 
A  quieter  but  equally  strong  opposition  was  found  in  the 
Gentile  populace.  Vice,  intellectual  pride  and  instability 
of  character  were  the  moral  forces  which  at  Corinth  were 
arrayed  against  the  gospel  (1  Cor.  i.  22,  23;  ii.  5,  14;  iii. 
3). 

(2)  PauPs  personal  discouragement.  Paul  after  his  Athe- 
nian experience  went  to  Corinth  with  the  determination  to 
preach  nothing  but  Christ  crucified  (1  Cor.  ii.  1,  2).  Nor 
was  his  preaching  eloquent  (1  Cor.  ii.  4).  He  seems  indeed 
for  a  while  to  have  labored  under  peculiar  mental  depression 
(1  Cor.  ii.  3),  whether  of  a  physical  or  spiritual  nature  we 
know  not,  but  probably  of  both,  so  much  so  that  the  Lord 
encouraged  him  by  a  personal  appearance  (Acts  xviii.  9,  10). 
Doubtless  this  depression  was  caused  by  the  unbelief  of  the 
})eople.  (Compare  Acts  xviii.  5  and  2  Thess.  iii.  1,  2.) 
This  Corinthian  period  is  an  interesting  phase,  therefore,  in 
the  life  of  the  apostle. 

2.  This  second  journey  is  remarkable  not  only  for  the  in- 
troduction of  the  gospel  into  Europe,  but  for  the  beginning 
of  Paul's  Epistles. 


PAUL'S  SECOND  MISSIONARY  JOURNEY.  6b 

General  View  of  the  Epistles  of  Paul. 
1.  The  EARiiiER  Epistles. 


i.D 

Title. 

Place. 

52 

1  Thessalonians. 

Corinth. 

53 

2  Thessalonians. 

Corinth. 

65 

Galatians. 

Ephesus. 

57 

1  Corinthians. 

Ephesus. 

57 

2  Corinthians. 

Philippi. 

58 

Komans. 

Corinth. 

2.  The  Epistles  of  the 

Captivity. 

62 

Philemon. 

Kome. 

62 

Colossians. 

Kome. 

62 

Ephesians. 

Rome. 

62 

Philippians. 

Eome. 

3.  The  Later  Epistles. 

67 

1  Timothy. 

Macedonia. 

67 

Titus. 

Macedonia. 

68 

2  Timothy. 

Rome. 

II.  The  Epistles  of  the  Second  Journey. 

1.  The  First  Epistle  to  the  Thessalonians.  It  was  written 
shortly  after  Silas  and  Timothy  rejoined  Paul  at  Corinth 
(Acts  xviii.  5 ;  1  Thess.  i.  1 ;  iii.  6).  Timothy  brought  a 
good  report  of  that  church's  faith  and  perseverance,  notwith- 
standing much  persecution  (1  Thess.  ii.  14-16),  but  also  a 
report  of  certain  temptations  to  which  as  recent  Gentile  con- 
verts they  were  exposed,  and  of  the  grief  they  felt  lest  (since 
they  conceived  of  Christ's  impending  kingdom  in  a  material 
and  external  way)  their  dead  friends  should  not  share  in  its 
glories  (chap.  iv.). 

The  Epistle  therefore  consists  of — 

(1)  Thanksgiving  and  praise  for  their  fidelity  (chap.  i.). 

(2)  A  reminder  of  Paul's  own  previous  devotion  to  them, 
his  present  love  for  and  desire  to  see  them,  and  an  exhor- 

6  *  E 


QQ  WESTMINSTER  NORMAL   OUTLINES. 

tation  to  stand  fast  in  the  faith  in  spite  of  trial  (chapters  ii. 
and  iii.). 

(3)  An  exhortation  to  purity,  brotherly  love  and  a  quiet, 
honest  life  (chap.  iv.  1-12). 

(4)  A  revealed  message  that  when  Christ  should  come  their 
dead  should  rise  first  to  meet  him  (chap.  iv.  13-18). 

(5)  Exhortation  to  watchfulness,  sobriety,  peace,  obedience 
and  other  duties  (chap.  v.). 

2.  The  Second  Thessalonians  was  written  later.  From 
chap.  i.  we  learn  that  the  converts  had  been  misled  by  an 
expectation  of  the  speedy  coming  of  Christ.  Apparently 
one  or  more  forged  letters  had  been  sent  them  to  this  eifect, 
pretending  to  have  come  from  Paul  (ii.  2;  hence  also  iii.  17). 
Therefore  he  wrote — 

(1)  Praising  them  for  their  steadfastness,  and  reminding 
them  of  the  just  judgment  which  Christ  should  mete  out  to 
them  all  (chap.  i.). 

(2)  Declaring,  however,  that  Christ  would  not  come  until 
"  the  man  of  sin  ^^  had  been  fully  revealed  (chap.  ii.). 

(3)  Exliorting  to  love,  peaceableness  and  the  like  (chap,  iii.) 

III.  The  Doctrines  of  the  Period. 

By  the  doctrines  of  this  period  I  do  not  mean  all  the  doc- 
trines which  Paul  preached  during  this  second  journey,  but 
the  doctrines  especially  recorded  here,  and  which  distinguish 
this  period  from  others.  These  doctrines  were  drawn  out  by 
the  peculiar  circumstances  of  Paul  and  of  the  churches. 

In  general  we  note  a  change  from  the  discussion  of  the 
relation  of  the  Gentile  to  the  Jew  in  the  gospel  to  the  truths 
of  the  spirituality  of  Christ's  kingdom. 

1.  The  doctrine  made  prominent  at  Athens  was  the  pure 
theism  of  Christianity,  and  Christ  as  the  revealer  of  the  true 
God  (Acts  xvii.  22-31). 


PAUL'S  THIRD  MISSIONARY  JOURNEY.  67 

2.  The  doctrine  prominently  held  forth  at  Thessalonica  was 
the  Second  Advent  of  Christ.  He  was  to  come  suddenly  (1 
Tliess.  V.  2),  to  save  his  people,  to  punish  his  foes  (2  Thess. 
i.  6-10).  Before  the  advent  was  to  be  the  great  apostasy  (2 
Thess.  ii.).  At  the  advent  the  Christian  dead  were  to  rise 
first  (1  Thess.  iv.  16). 

3.  The  necessity,  in  God's  plan,  for  the  death  of  Christ, 
mentioned  Acts  xvii.  3,  shows  a  maturer  knowledge  of  the 
doctrine  of  the  Atonement.  During  this  period  Christ's 
death  is  made  prominent,  as  in  the  earlier  apostolic  preach- 
ing his  resurrection  was  more  insisted  on. 


LESSON    XVII. 

PAUL'S  THIRD  MISSIONARY  JOURNEY,  A.  D.  54-58. 

Sources:  Acts  xviii,  23-xxi.  37  ;  Gal.;  1  and  2  Cor. ;  Romans. 

I.  Narrative  of  the  Journey. 
1.  From  Antioch  to  Ephesus. 

"After  Paul  had  spent  some  time  in  Antioch,  he  departed 
(probably  in  the  autumn  of  A.  D.  54),  and  went  over  all  the 
country  of  Galatia  and  Phrygia  in  order,  strengthening  all 
the  disciples  "  (Acts  xviii.  23). 

This  tour,  therefore,  included  all  the  churches  in  those 
parts  of  Asia  Minor  where  he  had  previously  labored.  Of 
these,  the  Galatian  churches,  since  they  were  soon  to  occasion 
the  apostle  much  anxiety,  deserve  special  notice.  Paul's 
labors  among  them  are  first  mentioned  in  Acts  xvi.  6,  early 
in  his  second  journey,  and  therefore  only  from  three  to  four 
years  previous  to  this  visit.  Their  recent  organization  is 
confirmed  by  Gal.  i.  6.     When  preaching  there  Paul   had 


68  WESTMINSTER  NORMAL   OUTLINES. 

suffered  from  some  special  physical  ailment  (Gal.  iv.  13), 
which,  however,  did  not  prevent  his  being  enthusiastically 
received  (Gal.  iv.  14,  15).  It  is  probable  from  the  nature 
of  the  case,  and  is  rendered  certain  by  the  character  of  the 
Epistle,  that  the  Galatian  churches  were  of  mixed  Jewish 
and  Gentile  composition. 

The  name  ^'  Galatia "  was  derived  from  a  company  of 
Gauls  who,  about  B.  C.  280,  crossed  on  a  foray  into  Asia,  and 
in  course  of  time  settled  there.  They  were  absorbed  into 
the  Roman  empire  and  Galatia  was  formed  into  a  province. 
(Compare  Alford's  Prolegomena  to  Galatians.)  Their  enthu- 
siastic reception  of  the  apostle  (Gal.  iv.  14,  15),  and  the  speedy 
defection  on  the  part  of  some  of  them  from  the  faith,  illustrate 
their  impulsive  character. 

For  the  present,  however,  Paul's  work  in  Galatia,  as  in 
the  neighboring  provinces,  was,  so  far  as  the  records  show, 
to  confirm  the  churches  in  the  way  in  which  they  were  al- 
ready walking.  Since,  however,  it  was  so  soon  necessary  for 
him  to  write  the  Epistle  (compare  below),  it  is  not  impossi- 
ble that  the  seeds  of  ^^  Judaistic ''  error  had  been  already 
sown,  though  their  fruit  had  not  developed. 

II.  Paul  in  Ephesus. 

The  apostle  finally  took  up  his  abode  in  Ephesus,  where 
he  had  formerly  been  prevented  from  laboring  (Acts  xvi.  6). 
[On  the  importance  of  Ephesus  see  Dictionary  of  the  Bible 
and  the  Lives  of  Paul.]  It  was  on  the  great  line  of  travel 
from  the  East  to  the  West,  was  a  prominent  commercial  cen- 
tre, and  was  the  meeting-place  of  Roman,  Greek  and  Oriental 
civilization — a  sort  of  crucible  in  which  all  the  moral,  social 
and  intellectual  forces  of  the  Roman  world  were  mingled, 
and  where  each  would  affect  and  be  affected  by  the  gospel. 

Paul  found  in  Ephesus  a  partial  preparation  for  his  work. 


PAUL'S  THIRD  MISSIONARY  JOURNEY.  69 

Aquila  and  Priscilla  were  or  had  been  there  (Acts  xviii.  18), 
and  other  "  brethren  "  are  mentioned  (verse  27).  There 
Apollos,  an  elofjuent  Alexandrine  Jew,  who  had  argued, 
from  the  standpoint  of  John  the  Baptist,  the  Messiahship  of 
Jesus,  had  been  by  Aquila  and  Priscilla  instructed  fully  in 
the  gospel,  and  from  Ephesus  had  gone  to  Corinth,  where 
he  was  successfully  preaching  (Acts  xviii.  24-28).  The 
apostle  found  also  ^' about  twelve  other  disciples,"  who,  like 
Apollos,  professed  themselves  believers,  but  knew  of  Jesus 
only  from  the  standpoint  of  the  Baptist,  and  had  not  re- 
ceived Christian  baptism.  They  received  from  Paul  a  full 
gospel,  and  were  baptized  and  attested  by  the  usual  outward 
signs  of  the  Holy  Ghost  (iVcts  xix.  1-7).  These  cases  may 
show  that  a  partial  knowledge  of  Jesus  of  Nazareth  was 
more  widely  extended  among  the  Jews  of  the  Dispersion 
than  is  commonly  imagined.  There  does  not,  however,  ap- 
pear to  have  been  any  organized  church  in  Ephesus.  Paul 
therefore  addressed  himself  to  missionary  work.  For  three 
months  he  argued  in  the  synagogue  (xix.  8).  Then,  when 
some  openly  opposed  him,  he  left  the  synagogue  (v.  9),  "sep- 
arated the  disciples"  from  the  rest  of  the  synagogue- worship- 
ers, by  which  we  may  understand  the  first  formation  of  an 
Ephesian  church,  and  began  to  argue  the  truths  of  the 
gospel  daily  in  "the  school  of  Tyrannus" — probably  the 
lecture-room  of  some  Gentile  philosopher,  or  at  any  rate  a 
resort  for  all  nationalities  alike. 

This  continued  for  two  years  (a.  d.  55-57,  v.  10),  so  that 
the  gospel  became  known  in  the  surrounding  country.  The 
preaching  of  Paul  in  Ephesus  was  attended  by  more  than 
the  usual  number  of  miraculous  signs  (vs.  11, 12),  and  many 
believed  (v.  20).  His  stay  in  Ephesus  lasted  "  for  the  space 
of  three  years"  Acts  xx.  31) — i.  e.  two  years  and  part  of  a 
third. 


70  WESTMINSTER  NORMAL    OUTLINES. 

1.  Events  recorded  in  the  Acts.  So  far  as  the  work  in 
Ephesus  itself  was  concerned,  records  of  two  events  have 
been  preserved  : 

(1)  Certain  Jewish  sorcerers  attempted  to  use  the  name  of 
Christ  to  cast  out  an  evil  spirit,  but  the  demoniac  refused  to 
obey  them  and  drove  them  from  the  house  (xix.  13-16).  In 
consequence  of  this  many  sorcerers — of  whom  there  was  a 
great  number  in  Ephesus  and  whose  influence  was  immense — 
publicly  burned  their  magical  books  in  token  of  their  accept- 
ance of  Christ  (xix.  17-19).  This  event  produced  a  pro- 
found impression  (v.  20). 

(2)  Near  the  close  of  Paul's  stay  an  attempt  was  made  by 
the  silversmiths,  whose  trade  of  furnishing  shrines  for  the 
worship  of  Diana  had  been  injured  by  the  spread  of  the 
gospel,  to  raise  a  riot  against  Paul  (vs.  23-41).  The  worship 
Df  Diana  was  the  pride  of  the  city.  The  complaint  of  the 
tradesmen  shows  the  influence  of  Paul,  as  does  also  the 
friendship  for  him  on  the  part  of  some  of  the  chief  munic- 
ipal officials  ("Asiarchs,"  v.  31 — those  appointed  to  preside 
Dver  the  games  and  religious  festivals.  Alford).  The  riot 
was  quelled  by  the  tact  of  the  town-clerk,  and  came  to 
nothing.  The  danger,  however,  in  which  by  such  events 
Paul  was  placed,  was  not  small ;  possibly  it  may  be  referred 
to  in  2  Cor.  i.  8-10. 

2.  Events  not  recorded  in  the  Acts.  Paul's  sojourn  in 
Ephesus  was  marked  by  other  events  which  occupied  much 
of  his  attention.  These  were  occasioned  by  his  care  of  other 
churches  and  by  the  troubles  which  occurred  in  them. 

(1)  While  in  Ephesus,  j)robably,  he  was  grieved  by  hearing 
of  the  success  of  Judaizing  teachers  among  the  Galatian 
churches.  They  had  already  perverted  some  of  the  converts 
and  maliciously  attacked  tlie  character  and  authority  of 
Paul.     This  led  him  to  write  the  Epistle  to  the  Galatians. 


PAUL'S  THIRD  MISSIONARY  JOURNEY.  71 

(2)  Equally  distressing  news  came  from  Corinth.  Apollos 
had  returned  to  Ephesus  (1  Cor.  xvi.  12),  and  the  Corinthian 
church  was  distracted  by  divisions  (1  Cor.  i.  12,  etc.).  More 
than  this,  their  immoral  surroundings  had  proved  too  great 
a  source  of  temptation,  and  had  led  to  at  least  one  case  of 
sin  (1  Cor.  v.  1),  which  called  out  the  special  solicitude  of 
the  apostle.  Other  questions  also  had  arisen  (1  Cor.  vii., 
viii.,  XV.,  etc.)  which  demanded  prom})t  solution.  These 
matters  led  Paul  to  be  in  constant  communication  with  Cor- 
inth. 

a.  He  appears  to  have  made  a  brief  trip  to  Corinth  (2  Cor. 
xii.  14;  xiii.  1)  in  great  sadness  (2  Cor.  ii.  1)  and  with  some 
mortification  (2  Cor.  xii.  21).  Doubtless  this  was  necessi- 
tated by  the  rising  difficulties  in  the  Corinthian  church  and 
by  the  needs  of  discipline  (2  Cor.  xii.  21). 

b.  Trouble  continuing,  he  wrote  an  epistle  to  Corinth  (1 
Cor.  V.  9)  which  is  now  lost.  From  the  above  reference  to 
it,  we  may  infer  that  it  had,  chiefly  at  least,  to  do  with  the 
cleansing  of  the  church  from  immorality.  His  commands 
in  it  were  misunderstood,  and  he  therefore  in  his  next  letter 
explained  them  (1  Cor.  v.  10,  11).  He  appears  also  at  this 
time  to  have  announced  his  intention  to  visit  them,  and  from 
them  to  go  to  Macedonia,  and  then  to  return  to  them — a  plan 
which  he  subsequently  changed  (see  2  Cor.  i.  15,  16;  1  Cor. 
xvi.  7).     This  first  letter  was  doubtless  short. 

c.  But  lest  his  letter  should  be  insufficient,  he  sent  Timo- 
thy (1  Cor.  iv.  17)  to  go  with  Erastus,  by  way  of  Macedonia 
(Acts  xix.  22),  to  Corinth,  to  correct  the  rising  evils.  Before 
Timothy  reached  there,  however  (1  Cor.  xvi.  10),  messengers 
came  from  Corinth  to  Ephesus  bearing  a  letter  of  inquiry 
from  the  church  to  the  apostle  (1  Cor.  xvi.  17;  vii.  1). 
From  these  sources  he  learned  of  the  continuance  of  dif- 
ficulties, of  divisions,  of  immoral  tendencies,  of  the  church's 


72  WESTMINSTER  NORMAL   OUTLINES. 

doubt  about  marriage  and  divorce,  and  about  the  eating  of 
things  offered  to  idols,  of  abuses  at  their  assemblies,  and  of 
the  violent  assault  made  by  some  on  his  own  authority.  This 
led  him  to  write  our  First  Epistle  to  the  Corinthians. 

d.  Instead  of  going  directly  to  Corinth  (see  above),  Paul 
determined  to  wait  at  Ephesus  till  Pentecost  (a.  d.  57),  and 
ihen  go  to  Corinth  by  way  of  Macedonia  (1  Cor.  iv.  19 ; 
xvi.  5,  6;  Acts  xix.  21).  But  before  leaving  Ephesus  he  was 
again  obliged  to  communicate  with  Corinth.  Whether  Timothy 
had  been  to  Corinth  and  brought  news  from  the  church  to 
the  apostle,  or  whether  the  news  came  in  another  way,  we 
cannot  say.  [Timothy  appears  (2  Cor.  i.  1)  in  Macedonia 
with  Paul  a  little  after  this,  and  (Rom.  xvi.  21)  at  Corinth 
in  the  following  winter;  but  he  may  have  rejoined  Paul  when 
tiie  latter  went  into  Macedonia.]  At  any  rate,  Paul  sent  Titus, 
a  Gentile  convert  not  mentioned  in  the  Acts,  but  closely  as- 
sociated with  him  (compare  Gal.  ii.  3 ;  2  Cor.  viii.  23,  etc., 
and  Epistle  to  Titus),  to  Corinth,  for  the  special  purpose 
of  attending  to  the  decision  of  a  case  of  discipline,  instruct- 
ing the  latter  to  meet  him  at  Troas  (2  Cor.  i.  12,  13).  It 
is  very  probable  that  the  apostle  sent  by  Titus  another 
letter  (now  also  lost),  severe  in  its  denunciation  of  the 
sin  in  question,  and  commanding  immediate  action  on  the 
part  of  the  church  (2  Cor.  ii.  5-9  ;  vii.  8).  Some  interpre- 
ters refer  these  passages  to  our  First  Corinthians,  but  their 
language  appears  too  strong  for  the  expressions  there  used. 

III.  From  Ephesus  to  Corinth. 

After  Pentecost,  A.  d.  57  (1  Cor.  xvi.  8),  Paul  departed 
northward  toward  Macedonia  (Acts  xx.  1).  Not  finding 
Titus  at  Troas,  he  would  not  remain  there,  but  pushed  on 
to  Macedonia  (2  Cor.  ii.  12,  13).  In  Macedonia,  Titus  re- 
joined   him  (2  Cor.  vii.  6-13),  and    informed  him  of  the 


PAUL'S   THIRD   ^frSSrONAEY  JOURNEY.  V-i 

happy  effect  of"  his  letters  in  Corinth  and  of  the  conviction 
and  repentance  of  the  particuhir  offender  (2  Cor.  vii.  9-11 ; 
ii.  6).  Paul  thereupon,  from  one  of  the  cities  of  Macedonia, 
wrote  our  Second  Corinthians,  which  he  sent  forward  by 
Titus  and  another  (2  Cor.  viii.  18,  23),  Titus  himself  being 
desirous  of  returning  to  Corinth  to  forward  the  collections 
ibr  Judea  which  Paul  had  been  urging  (2  Cor.  viii.).  The 
apostle's  stay  in  Macedonia  apj)ears  to  have  been  a  perilous 
one,  for  a  while  at  least  (2  Cor.  vii.  5).  Nevertheless,  he 
traversed  the  entire  region  (Acts  xx.  2;  Rom.  xv.  19),  until 
at  last  he  turned  southward  to  Corinth,  probably  late  in  the 
autumn  of  A.  D.  57,  where  he  abode  three  months.  While 
at  Corinth  (compare  Rom.  xv.  23-26  with  Acts  xix.  21 ; 
Rom.  xvi.  1)  Paul  wrote  the  Epistle  to  the  Romans,  from 
the  absence  in  which  of  references  to  the  contrary  we  may 
infer  that  the  Corinthian  church  was  quite  at  peace  (com- 
pare Rom.  XV.  23 ;  xvi.  21-23). 

IV.  Feom  Corinth  to  Jerusalem. 

A  plot  of  the  Jews  caused  Paul  to  alter  his  original  plan 
of  sailing  from  Corinth  directly  to  Syria,  and  led  him  to  re- 
turn through  Macedonia  (Acts  xx.  3).  Most  of  the  com- 
pany went  on  ahead,  and  waited  at  Troas  for  Paul  and  Luke 
(who  joined  the  apostle  at  Philippi;  notice  ^' we"  hencefor- 
ward). The  latter,  after  Passover,  A.  d.  58,  sailed  from  Phil- 
ippi, and  after  a  long  voyage  of  five  days  arrived  at  Troas  (xx. 
6).  There  they  remained  seven  days  (v.  6).  From  Troas, 
Paul's  company  went  by  ship  to  Assos,  while  he  himself 
made  the  journey  on  foot ;  but  from  Assos  all  sailed  to- 
gether to  Mitylene  (vs.  13,  14).  Passing  between  Chios 
and  the  mainland,  they,  on  the  second  day  from  Assos, 
reached  Samos,  and  passed  the  night  in  the  harbor  of  iro- 
gyllium  (v.  15).     The  next  day,  since  Paul   in   his  haste  to 


74  WESTMINSTER  NORMAL    OUTLINES. 

reach  Jerusalem  would  not  stop  at  Ephesus,  they  crossed 
over  to  Miletus  (vs.  15,  16).  Miletus,  however,  being  not 
more  than  thirty  miles  from  Ephesus,  Paul  sent  for  the 
elders  of  the  Ephesian  church  to  meet  him  there,  and  then, 
having  rehearsed  his  own  relations  to  them,  and  having 
warned  them  of  coming  dangers  from  false  teachers,  he  af- 
fectionately bade  them  farewell  (vs.  17-35). 

From  Miletus  the  apostle's  course  led  to  Coos,  the  day  fol- 
lowing to  Rhodes,  and  thence  to  Patara  (xxi.  1).  In  a  Phoe- 
nician ship  he  sailed  from  Patara  to  Tyre  (xxi.  2,  3).  In 
spite  of  the  warning  protests  of  the  disciples  at  Tyre,  Paul, 
after  seven  days,  sailed  to  Ptolemais  (vs.  4-7),  and  from 
Ptolemais  went  on  the  next  day  with  his  party  to  Csesarea 
(v.  8),  where  he  abode  with  Philip  the  Evangelist  and  Dea- 
con (v.  8).  Notwithstanding  the  warning  prediction  of 
Agabus  (xxi.  11),  the  apostle,  after  "many  days''  (v.  10), 
went  up  to  Jerusalem.  His  party,  besides  those  who  had 
accompanied  liini  from  Asia,  was  at  Csesarea  increased  by 
other  disciples  (xxi.  16). 

The  whole  narrative  of  the  journey  from  Asia  to  Jerusalem 
is  so  minute  as  to  indicate  the  pen  of  one  of  the  party  (Luke) 
— one,  too,  who  presumably  in  other  voyages  had  not  been 
present  (therefore  not  Timothy).  The  scope  of  the  narra- 
tive is  to  show  the  eagerness  and  determination  of  the  apos- 
tle to  reach  Jerusalem — a  purpose  which  in  the  light  of  his 
subsequent  arrest  was  full  of  divine  meaning.  He  bore,  be 
it  remembered,  the  contributions  of  the  Gentile  cliurches  to 
the  poor  Christians  in  Jerusalem — a  fact  which  accounts  for 
his  determination  to  reach  the  city  that  he  might  give  the 
alms  for  which  he  had  long  labored  into  the  hands  of  those 
for  whom  they  were  intended. 


GALATIANS  AND  ROMANS.  75 

Test  Problernti, 

Draw  an  outline  of  the  third  journey. 

State  the  events  which  occurred  during  Paul's  stay  at  Ephesus. 
Give  the  evidence  for  an  unrecorded  journey  to  Corinth,  and  for  one  or 
more  lost  Epistles. 


LESSON   XVIII. 
Student's  Personal  Research, 

1 .  Read  carefully  the  two  Epistles,  Galatians  and  Romans. 
This  should  be  the  first  step  in  your  study, 

2.  Read  again  Acts  xviii.  23. 

3.  Consult  Conybeare  and   Howson,  chapters  xviii.  and 
xix.,  and  the  Bible  dictionaries  on  the  Epistles, 

4.  Write  out  under  the  subject  of  each  of  the  Epistles — 

(1)  Proofs  of  its  genuineness. 

(2)  Circumstances  of  the  church  addressed. 

(3)  The  occasion  of  the  letter. 

(4)  Divisions  of  its  contents. 

(5)  Its  date. 

(6)  Its  peculiarities. 

GALATIANS  AND  ROMANS. 

Two  Epistles  of  Paul's  Third  Missionary  Journey, 
A.D.  54-58. 

Note. — These  belong  to  the  group  of  "  Earlier  Epistles,"  of  which  those 
to  the  Thessalonians  have  already  been  studied. 

The  Epistle  to  the  Galatians. 

1.  Its  authenticity.     This  is  almost  universally  admitted. 
Indeed,  almost  all   critics  agree  in  receiving  as  genuine  the 


76  WESTMINSTER  NORMAL   OUTLINES. 

four  Epistles — Galatians,  First  and  Second  Corinthians  and 
Romans. 

2.  The  circumstances  of  the  church. 

3.  The  occasion.  Judaizing  teachers  had  come  into  Ga- 
latia.  Their  leaven  had  begun  to  work  when  Paul  was  there 
the  second  time.  In  spite  of  his  warnings,  then  given,  he 
now  hears  that  many  of  the  Galatians  had  '^fallen  from 
grace  '^  and  had  turned  to  the  law.  The  false  teachers,  to  carry 
their  end,  iiad  undermined  the  apostolic  authority  of  Paul 
by  accusing  him  of  inconsistency  in  his  conduct  (Gal.  v.  11), 
and  by  asserting  that  as  he  had  not  been  appointed  an  apostle 
by  Jesus  while  he  was  on  earth,  he  was  inferior  to  the  rest  of 
the  twelve,  especially  to  Peter,  James  and  John.  These  Ju- 
daizers  had  grown  more  violent  and  unscrupulous  since  the 
Jerusalem  Council  (Gal.  vi.  12).  The  apostle  writes  this 
Epistle  to  vindicate  his  own  apostleship  and  the  truth. 

4.  Division  of  its  contents. 

a.  Paul's  ((postkship  vindicated  (i.-;i.  21).  This  con- 
sists of  his  i^-.ccting  and  claim  (i.  1-5),  his  repi-oach  of  the 
Galatians  that  they  were  so  soon  removed  from  the  true  gos- 
])el  (i.  6-10),  and  proof  of  his  own  apostolic  authority.  God 
had  directly  called  him,  had  given  him  the  gospel  independ- 
ently of  the  other  apostles,  and  this  the  other  apostles  had 
admitted;  and  Paul  had  rebuked  the  chief  of  them  on  the 
i:round  of  the  true  doctrine  (i.  11-ii.  21). 

b.  Jmtificatimi  by  faith  vindicated,  (chapters  iii.  and  iv.). 

He  ap])eals  to  tiie  divine  attestation  which  his  own  teach- 
ing had  received  among  the  Galatians  (iii.  2-5);  to  the  teach- 
ing of  the  Old  Testament  as  shown  in  the  promise  made  to 
Abraham  (iii.  6-9),  and  in  other  places  (iii.  10,  11);  exhib- 
iting the  later  and  temporary  character  of  the  legal  system, 
and  the  perpetuity  of  the  promise,  which  latter  being  ful- 
filled in  Christ,  the  law  had  done  its  work,  and  as  a  system 


OALATIANS  AND  ROMANS.  77 

of  religion  had  been  abrogated  (iii.  12-29);  showing  the 
liigher  because  filial  position  of  believers  than  of  those  un- 
der the  law  (iv.  1-7);  expostulating  with  them  for  their  quick 
lapse  into  ceremonialism  (iv.  8-20);  and  finally  setting  forth 
under  a  fio-ure  the  true  relation  of  the  service  of  the  law  and 
the  freedom  of  the  gospel  (iv.  21-31). 

c.  The  consequent  exhortation  (chapters  v.  and  vi.).  To 
stand  fast  in  gospel  liberty  (v.  1-10),  and  guarding  them 
against  abuse  of  their  liberty  (v.  11-26).  He  enjoins  them 
to  bear  one  another's  burdens  (vi.  1-10),  again  warns  them 
against  Judaizers,  and,  emphasizing  his  own  authority, 
gives  them  his  benediction  (vi.   11-18). 

5.  Its  date,  probably  a.  d.  55,  during  Paul's  stay  in  Eph- 
esus.  Paul  had  been  there  twice  (Gal.  iv.  13  ;  Acts  xviii.  23). 
Soon  after  his  second  visit  they  had  turned  away  (Gal.  i.  6). 

6.  Its  peculiarities. 

a.  The  Epistle  to  1  he  Galatians  is  remarkable  for  its  po- 
lemic tone  and  style.  But  in  the  midst  of  indignant  self- 
vindication  and  w^arm  argument  the  tenderness  of  Paul  is 
manifested  (iv.  12-16,  19;  v.  10;  vi.  1-5,  11).  Its  tone 
resembles  that  of  the  Epistles  to  the  Corinthians,  but  its  doc- 
trine is  that  of  the  Epistle  to  the  Romans. 

b.  It  is  also  remarkable  for  its  being  written  by  PauVs 
own  hand  (vi.  11).  The  other  Epistles  were  written  by 
amanuenses,  but  this  by  Paul. 

c.  As  the  burden  of  the  Epistle  is  justification  by  faith,  it 
has  been  said,  "  This  Epistle  may  be  distinguished  among,  all 
the  Epistles  of  Paul  as  the  Epistle  of  Protestantism.^^  Lu- 
ther said,  "This  is  my  Epistle;  I  have  betrothed  myself  to 
it ;  it  is  my  wife." 

The  First  and  Second  Epistles  to  the  Corinthians  in  date 
follow  that  to  the  Galatians. 


7* 


78  WESTMINSTER  NORMAL   OUTLINES. 

The  Epistle  to  the  Romans. 

1.  Its  authenticity  is  universally  admitted.  Both  the  ex- 
ternal and  internal  evidence  in  its  favor  is  complete. 

2.  The  circumstances  of  the  church  at  Rome. 

a.  For  a  brief  discussion  of  the  papal  tradition  see  Lesson 
IV.  It  is  not  known  who  founded  the  church  at  Rome.  It 
was  not  founded  by  any  of  the  apostles.  It  may  have  been 
planted  very  early  by  the  strangers  of  Rome  who  were  at 
Jerusalem  on  the  day  of  Pentecost  (Acts  ii.  9-11). 

6.  It  seems  that  in  the  Roman  church  the  Gentiles  out- 
numbered the  Jews  (chap.  i.  13;  xv.  16).  But  both  Jews 
and  Gentiles  were  included  in  it,  and  were  influenced  by  Jew- 
ish opinions. 

3.  The  occasion  and  object  of  the  Epistle. 

a.  Paul  had  long  desired  to  visit  Rome,  "  but  was  let  [or 
hindered]  hitherto"  (Rom.  i.  13-15).  Rome  was  the  cen- 
tre of  the  government  of  the  world,  and  of  its  civilization 
and  power.  Christianity  once  established  here  would  be  a 
faith  spoken  of  throughout  the  whole  world  (i.  8).  Paul 
found  an  opportunity  of  writing  to  the  church  at  Rome  in 
the  departure  from  Cenchrea  of  Phoebe,  a  deaconess,  by 
whom  he  could  send  the  letter  (xvi.  1). 

b.  The  chief  object  of  this  Epistle  is  to  give  to  the  Ro- 
man church  a  true  and  comprehensive  view  of  Christianity. 
To  reconcile  Jews  and  Gentiles  in  one  common  Christianity 
is  one  of  its  subordinate  objects.  This  Epistle,  therefore, 
fully  exhibits  the  apostolic  gospel,  so  far  as  that  had  to  do 
with  the  way  of  salvation  through  justification  by  faith  and 
sanctification  by  the  Spirit  of  Christ. 

4.  Division  of  the  contents.  This  Epistle  falls  into  three 
parts : 


GALATIANS  AND  ROMANS.  79 

I.  Justification  by  Faith. 

1.  After  the  usual  salutation  (i.  1-16)  comes  a  statement 
of  the  doctrine  :  "  The  Righteousness  of  God  revealed 
FROM  Faith  to  Faith,  as  it  is  written,  The  Just  shall 
LIVE  BY  Faith"  (v.  17). 

2.  The  doctrine  is  proved  (chap.  i.  17-v.  21). 

(1)  The  Gentiles  cannot  be  justified  by  their  works  (i.  18- 
32). 

(2)  Nor  can  the  Jews  be  justified  by  theirs  (ii.  1-iii.  19). 

(3)  Since  by  "the  deeds  of  the  law  shall  no  flesh  be 
justified"  (iii.  20),  "the  righteousness  of  God  [God's 
plan  of  justification]  without  the  law  is  manifested"  (iii. 
21-31). 

(4)  Both  Abraham  and  David  were  taught,  and  teach  us, 
the  same  (chap.  iv.). 

(6)  God's  plan  of  justification  secures  peace,  joy  and  as- 
surance (v.  1-11). 

(6)  God's  plan  of  saving  men  through  Christ  is  like  the 
effect  of  the  fall  of  men  through  Adam  (v.  12-21). 

3.  This  doctrine  is  defended  against  the  charge  of  leading 
men  to  go  on  in  sin. 

(1)  Believers  are  risen  in  Christ  to  newness  of  life  (vi.  1- 
14). 

(2)  They  are  bound  to  Christ  by  the  law  of  obedience  and 
love  (vi.  15-vii.  6). 

4.  Christ,  not  the  law,  alone  destroys  sin  (vii.  7-25). 

5.  Those  who  are  in  Christ  are  absolutely  secure  (viii.). 
They  are  freed  from  the  law  (vs.  1-8),  ])ossess  the  indwelling 
Spirit  (vs.  9-13),  are  the  children  of  God,  and  their  suffer- 
ings are  not  inconsistent  with  their  adoption  (vs.  14-28) ; 
they  are  chosen,  called,  justified  (vs.  29-34),  and  nothing  can 
separate  them  from  Christ's  love  (vs.  35-39). 


80  WESTMINSTER  NORMAL    OUTLINES 

II.  The   Rejection   of  the  Jews   and  their   Final 

Conversion  (chaps,  ix.-xi.). 

This  rejection  is  consistent  with  God's  promises  (ix.  1-5). 

1.  God  has  always  been  sovereign  in  conferring  grace 
(ix.). 

2.  Salvation  has  always  been  by  faith,  and  the  unbelief  of 
Israel  has  often  been  recognized  by  the  prophets  (x.). 

3.  "  The  election/'  or  the  true  Israel,  have  obtained  the 
promises   (xi.  I-IO). 

4.  The  blindness  of  the  outward  Israel  shall  continue  only 
till  "the  fullness  of  the  Gentiles"  shall  have  been  brought  in 
(xi.  11-36). 

III.  Practical  Exhortations.. 

1.  To  duties  of  the  Christian  life  (xii.). 

2.  To  duties  involved  in  civil  and  social  relations  (xiii.). 

3.  To  mutual  respect  for  each  other's  opinions  in  the  mat- 
ter of  days  and  meats  (xiv.  1-18). 

4.  To  charity  (xiv.  19-xv.  13). 

5.  Concluding  remarks,  salutations  and  benediction  (xv. 
14-xvi.  27). 

IV.  The  Date  of  the  Epistle. 

From  Rom.  xv.  2f5,  26  and  Acts  xx.  1-3  we  conclude  it 
was  written  from  Corinth  (Rom.  xvi.  1)  as  Paul  was  about 
leaving,  early  in  A.  D.  Q^. 

V.  Peculiarities. 

1.  This  Epistle  is  the  most  systematic  exhibition  of  Chris- 
tian doctrine  in  the  Bible.  But  only  a  part  of  the  Pauline 
doctrines  is  here  treated — that  part  relating  to  sin  and  salva- 
tion through  Christ.  The  nature  of  God,  the  person  of 
Christ,  the  resurrection  of  the  body,  are  more  fully  devel- 


PAUL'S   THIRD  MISSIONABY  JOURNEY.  81 

oped  in  the  Epistles  to  the  Ephesians,  Colossians  and  in  the 
First  Epistle  to  the  Corinthians. 

2.  No  Epistle  has  been  so  often  quoted  or  commented  on. 
Luther  says,  ''  This  Epistle  is  the  masterpiece  of  the  New 
Testament  and  the  purest  gospel.  It  can  never  be  too  much 
read  or  studied,  and  the  more  it  is  handled,  the  more  pre- 
cious it  becomes  and  the  better  it  tastes." 

3.  It  is  remarkable  that  the  only  Epistle  addressed  to  the 
Roman  church  is  the  clearest  exhibition  of  the  doctrine  of 
justification  by  faith,  which  doctrine  destroys  Roman  Cath- 
olicism ;  and  this  same  letter  is  a  complete  refutation  of  the 
claim  that  Peter  was  the  bishop  of  Rome  for  twenty-five 
years. 


LESSON    XIX. 


FIRST  AND  SECOND  CORINTHIANS:  EPISTLES  OF  PAUL'S 
THIRD  MISSIONARY  JOURNEY  (Concluded). 

I.  First  Corinthians. 

Written  from  Ephesus  [compare  above,  XVII.  2.,  B.  (6)]. 

On  the  church  at  Corinth  compare  I^esson  XVI.,  I.  2, 
and  Lesson  XVII. 

The  purpose  of  the  Epistle  is  explained  by  its  analysis. 
It  consists  of — 

1.  A  salutation  and  thanksgiving  for  the  grace  wliich  the 
cliurch  has  received  (1  Cor.  i.  J -9). 

2.  Reproof  of  their  divisions  (ch.  i.  10-iv.  21). 

There  was  in  Corinth  a  Pauline  party,  an  Apollos  party, 
a  Petri ne  party,  and  a  "  Christ  party  f  but  we  are  probably 
to  understand  by  these  rather  strong  tendencies  than  actual 
factions.      The  Apollos  party  doubtless  laid  stress  on  the 

F 


«li  WESTMiySTER  NORMAL    OUTLINES. 

philoso])liic  and  cultured  side  of  religion,  and  sought  to  har- 
monize the  gospel  with  philosophy.  The  Petrine  party  were 
certainly  Judaistic  in  their  tendencies,  and,  though  there  is 
no  evidence  that  they  went  so  far  as  did  the  Galatian  Juda- 
izers,  they  were  probably  the  most  bitter  in  their  attacjks  on 
Paul.  The  Pauline  party  held  to  the  apostle,  but  doubtless 
erred,  because  of  the  opposition  of  others,  in  asserting  too 
broadly  their  liberty.  The  "Christ  party"  may  have  been 
a  reaction  against  these  other  divisions,  and  may  have  sought 
to  reach  nearer  to  the  truth  by  rejecting  all  apostolic  author- 
ity. (This  party  is  a  great  i)uzzle ;  see  Neander's  P/cmfm^ 
and  Training,  pp.  222-230.)  These  parties  in  the  church 
are  of  course  to  be  distinguished  from  the  rest  who  held  the 
genuine  apostolic  doctrine.  Each  was  an  exaggeration  of  a 
truth,  but  their  evil  influence  threatened  fatal  results.  There- 
fore Paul  refused  to  head  any  ])arty  (cli.  i.  13-17),  rebuked 
trust  in  philosophic  culture  (i.  18-31),  yet  declared  tlie  gos- 
pel to  have  a  profound  wisdom  of  its  own  (ch.  ii.),  set  forth 
the  true  relation  in  which  apostles  and  preachers  stand  to 
the  Church,  so  that  God  may  have  the  glory,  and  commands 
them  all  to  obev  him  as  their  spiritual  father  (chs.  iii.  and 

3.  Instruction  as  to  the  case  of  immorality  which  had  been 
reported  (ch.  v.). 

4.  Reproof  of  the  quarrelsomeness  of  some,  and  of  the 
tendency  to  immorality   in   others  (vi.). 

5.  A  treatment,  at  their  request,  of  the  questions  concern- 
ing marriage  and  divorce  (vii.). 

6.  The  question   concerning  the  use  of  meats  offered  to 
idols,  and    of  the    duty  of   mutual    charity  in    the    matter 

(viii.). 

7.  A  vindication  of  his  own  office,  character  and  conduct 
(ix.). 


PAUL'S   THIRD   MISSIONARY  JOURNEY.  «'^ 

8.  Warning,  from  the  example  of  aneient  Israel,  against 
idolatry  and  immorality,  with  another  statement  of  the  law 
of  liberty  and  love  (x.). 

9.  Instruction  as  to  the  position  of  women  in  the  church 
(xi.  2-16),  as  to  the  reverent  observance  of  the  love-feasts 
and  the  Lord's  Supper  (xi.  17-34),  and  as  to  the  mutual  re- 
lations and  orderly  employment  of  spiritual  gifts  (xii.-xiv.). 

10.  Proof  of  Christ's  resurrection,  and  of  that  of  his  peo- 
ple (xv.). 

11.  Instruction  as  to  the  collections  for  the  saints,  with 
concluding  messages  (xvi.). 

[See  especially,  on  this  Epistle,  Conybeare  and  Hovvson's 
Life  and  Epistles  of  St.  Paul,  vol.  ii.,  pp.  30-32,  and  Al- 
ford's  Prolegomena  to  the  Epistle,  sect,  vii.,  2  and  3.] 

II.  Second  Corinthians. 

Written  from  Macedonia  in  the  summer  or  autumn  of 
A.  D.  57.  Paul  had  received  through  Titus  news  of  the 
settlement  of  the  case  of  discipline  and  of  the  affection 
of  most  of  the  churcli  for  him,  yet  of  the  persistent  en- 
mity of  some.  The  Epistle  therefore  is  of  a  very  personal 
character,  was  probably  written  rapidly,  bears  evidence  of 
deep  emotion,  is  eloquent  and  impassioned,  but  therefore 
also  less  regular  in  its  form  than  the  other  Pauline  epis- 
tles, and  difficult  of  analysis.  "In  no  other  epistle  are 
[the  matter  and  style]  so  various,  and  so  rapidly  shifting 
from  one  character  to  another.  Consolation  and  rebuke, 
gentleness  and  severity,  earnestness  and  irony,  succeed  each 
other  at  very  short  intervals  and  without  notice  "  {Alford). 
It  consists  of — 

1.  A  familiar  statement  of  his  troubles,  and  yet  of  his 
joy  in  his  readers,  together  with  his  satisfaction  with  the 
report  brought  by  Titus  (chs.  i.  and  ii.). 


84  WESTMINSTER  NORMAL    OUTLINES 

2.  A  declaration  of  his  apostolic  way  of  life,  his  boldness 
and  hope,  his  conception  of  his  mission,  a  vindication  of 
his  conduct,  and  a  loving  appeal  to  the  church  (chapters 
iii.-vii.). 

3.  Instruction  in  the  matter  of  benevolence  (chapters  viii., 

4.  A  renewed  vindication  of  himself  in  opposition  to  the 
pretensions  of  false  teachers  (chapters  x.-xiii). 

III.  Doctrinal  Results  of  the  Period. 

The  final  inspired  statement  given  of  the  way  of  salva- 
tion. The  gospel  in  its  distinction  from  the  law  fully  ex- 
hibited. From  the  above  ibur  epistles  we  can  deduce  the 
whole  theology  of  salvation  :  Universal  depravity  and  guilt, 
the  work  and  limits  of  the  law,  the  atoning  death  of  Christ, 
the  source  and  character  of  Christian  life,  the  sovereignty  of 
God  in  the  conferment  of  grace  and  the  responsibility  of 
man,  salvation  by  grace  through  faith,  legal,  vital  and  spir- 
itual union  with  Christ  the  substance  of  eternal  life,  a  free 
gospel  for  all  the  world ;  expectation  of  Christ's  advent,  of 
universal  judgment,  of  the  resurrection  of  the  body  and  of 
the  glories  of  heaven.  All  these  are  here  taught.  The  his- 
torical relations,  be  it  noted  again,  of  Jew  and  Gentile, 
formed  the  occasion  for  this  development  of  doctrinal  state- 
ment, and  therefore  the  way  of  salvation,  rather  than  the  na- 
ture of  God  or  the  nature  of  Christ  (though  incidental  state- 
ments in  regard  to  these  were  not  wanting),  was  the  side  of 
truth  to  which  the  thought  of  the  Spirit  in  the  Church  first 
gave  expression. 

Test  Problems, 

Give  analysis  of  each  of  tlie  above  epistles. 
Sum  up  the  results  of  the  period. 


PAUL'S  ARREST  AND  IMPRISONMENT.  85 

LESSON  XX. 

PAUL'S  ARREST  AND  IMPRISONMENT. 

Sources  are  Acts  xxi,  17-xxviii.  16. 

I.  The  Arrest. 

Paul  was  cordially  welcomed  at  Jerusalem,  not  only  by 
James  and  the  elders  (xxi.  18-20),  but  also  by  such  others 
of  the  Church  as  he  met  (v.  17).  The  false  reports,  how- 
ever, which  had  been  circulated  about  him  among  the  Jew- 
ish Christians  (v.  21)  led  the  elders  to  suggest  that  the  per- 
formance by  him  of  some  act  of  Jewish  ceremonial  would 
help  to  remove  their  prejudices  (23,  24).  Paul  therefore 
joined  himself  with  four  men  wlio  were  fulfillinu^  a  vow, 
and  remained  with  them  in  the  temple  until  the  seven  days 
of  their  vow  were  nearly  ended  (v.  26).  [He  must  have 
joined  them  after  their  vow  had  been  partly  fulfilled,  on 
the  third  or  fourth  day.  See  Acts  xxiv.  11.]  Certain 
Asiatic  Jews,  however,  recognized  him,  and  raised  a  mol* 
against  him  under  the  false  plea  that  he  had  brouu^ht  Greeks 
into  the  temple  (vs.  27-29).  A  great  tunmlt  ensued;  Paul 
was  seized,  and  would  have  been  killed  (vs.  30,  31)  had  not 
Claudius  Lysias,  commander  of  the  Roman  guard,  interfered 
to  stop  the  riot  and  arrested  Paul  (vs.  31-33).  Protected 
by  the  guard  and  follow^ed  by  the  mob  (vs.  35,  36),  Paul 
was  taken  into  the  enclosure  of  the  castle  Antonia,  and  then, 
having  by  a  partial  explanation  (vs.  37-39)  gained  permis- 
sion from  the  Roman  tribune,  he  addressed  the  people  in 
their  native  tongue  (v.  40). 

II.  Paul's  Defence  before  the  Jews. 

PauFs  address  to  his  countrymen  (Acts  xxii.  1-21)  was 
well  adapted  to  his  audience.     He  first  related  his  Jewish 

8 


80  WESTMINSTER   NORMAL    OUTLINES. 

lineage  and  early  strict  observance  of  the  Law,  courteously 
imputing  to  his  hearers  only  such  zeal  for  God  as  he  him- 
self had  had  (v.  3).  He  then  told  how  he  had  persecuted 
Christians,  of  the  memorable  journey  to  Damascus,  the  appear- 
ance to  him  of  Jesus  of  Nazareth,  and  the  divine  message 
which  was  sent  to  him  through  Ananias,  a  devout  Jew  (vs. 
4-16).  From  this  he  passed  to  the  vision  and  message  from 
the  Lord  which  came  to  him  in  the  temple  when  he  was  in 
Jerusalem  for  the  first  time  after  his  conversion  (v.  17).  In 
that  vision  God  had  bidden  him  leave  Jerusalem  because  the 
Jews  would  not  receive  his  testimony  (v.  18).  Paul  told 
how  he  had  in  reply  pleaded  his  former  persecution  of  the 
Church,  apparently  as  a  reason  why  he  should  now,  for  a 
while  at  least,  labor  among  his  own  people  (vs.  19,  20),  but 
that  God  had  positively  commanded  him  to  depart,  because 
his  work  was  to  be  among  the  Gentiles  (v.  21). 

The  defence  in  substance  was  that  he  had  acted  through- 
out only  in  obedience  to  the  God  of  Israel.  To  him,  a  strict 
Jew,  Christ  had  appeared,  and  to  him,  eager  to  labor  among 
Jews,  the  Gentile  mission  had,  again  by  divine  authority, 
been  entrusted.  The  speech  was  conciliatory,  was  so  worded 
as  to  give  least  offence  [observe  that  the  word  "  Jesus  '^  was 
only  once  used  (v.  8)],  and  presented  the  argument  which 
a  Jew  would  be  most  likely  to  appreciate.  At  the  same 
time  it  was  candid  and  fearless. 

But  at  the  word  "  Gentiles  ^^  the  riot  broke  out  afresh  (vs. 
22,  23),  so  that  the  tribune,  unable  to  understand  what  had 
occurred,  took  Paul  into  the  castle,  and  would  have  exam- 
ined him  by  scourging  had  not  the  apostle  made  known  his 
Roman  citizenship  (vs.  24-29).  In  consequence  of  this  the 
tribune  on  the  next  day  bade  Paul's  accusers  again  appear 
against  him  (v.  30).  When,  however,  the  Council  assem- 
bled,   Paul,   doubtless   perceiving   their  determined    malice. 


PAUL'S  ARREST  AND  IMPRISONMENT.  87 

abandoned  argument  and  loudly  declared  himself  a  Phar- 
isee, and  that  he  had  been  attacked  for  believing  in  the  doc- 
trine of  the  resurrection  (xxiii.  1-6).  This  had  the  effect  of  di- 
viding the  Pharisees  present  from  the  Sadducees,  for  the  for- 
mer dared  allow  nothing  which  might  be  used  against  them 
by  the  latter,  and  the  necessity  of  maintaining  the  doctrine 
of  the  resurrection  overbalanced  their  desire  to  deny  the  fact 
of  the  resurrection  of  Jesus.  Whilst  all  were  at  one  in 
hatred  of  Paul  for  preaching  to  Gentiles  and  affiliating  with 
them,  they  divided  on  the  question  of  the  resurrection. 
Losing  sight  of  tlie  former  point,  they  fell  into  opposing 
bodies  on  the  latter.  So  high  ran  their  dispute  that  the 
tribune  again  interfered,  and  brought  Paul  into  the  castle 
(vs.  7-10). 

That  night  the  Lord  appeared  to  encourage  the  apostle, 
and  to  say  that  he  must  bear  his  testimony  also  in  Rome  (v. 
11).  The  discovery  through  Paul's  nephew  of  a  plot  of  the 
Jews  to  assassinate  the  apostle  (vs.  12-22)  led  Lysias  to  de- 
spatch him  under  guard,  on  the  night  following,  to  Ceesarea, 
where  he  was  delivered  to  the  tribunal  of  Felix  the  procu- 
rator (vs.  23-35). 

III.  Paul  at  C^esarea. 

1.  Defence  before  Felix  (Acts  xxiv.). 

Five  days  after  Paul's  arrival  in  Csesarea  (v.  1),  twelve 
days  after  his  arrival  in  Jerusalem  (v.  11),  the  Jews  appeared 
before  Felix,  and  through  Tertullus,  an  advocate,  in  a  speech 
of  fulsome  flattery  (vs.  2-4)  laid  charges  against  Paul  (v.  1) 
of  violating  the  Jewish  religious  law  and  of  exciting  sedi- 
tion among  the  Jews  (vs.  5-9).  These  were  such  charges  as 
the  procurator  could  take  cognizance  of 

Paul,  in  reply,  denied  the  charge  of  sedition,  and  defied 
his  accusers  to  prove  it  (vs.   12,  13);   professed   himself  a 


88  WESTMINSTER  NORMAL   OUTLINES. 

faithful  worshiper  of  the  God  of  his  fathers,  though  in  ac- 
cordance with  Christian  views;  related  the  object  of  his  visit 
to  Jerusalem  and  the  true  nature  of  the  tumult  (vs.  14-18); 
and  finally  pointed  out  that  his  original  accusers  were  not 
})resent  (v.  19),  while  those  who  were  present  could  prove 
nothing  against  him  except  that  before  the  Council  he  had 
confessed  his  faith  in  the  doctrine  of  the  resurrection  (vs.  20, 
21).  The  speech  was  courteous  toward  Felix,  but  not  adu- 
latory (v.  10),  and  acutely  advanced  considerations  which  in 
the  eye  of  the  Roman  tribunal  would  have  weight — viz. 
that  he  had  not  departed  from  the  religion  of  his  fathers, 
was  not  seditious,  and  had  no  qualified  accusers.  It  pro- 
duced the  desired  effect  on  the  procurator;  yet  the  latter, 
hoping  to  obtain  money  from  the  prisoner,  kept  him  in  mod- 
erate confinement  for  two  whole  years,  and  finally,  when 
succeeded  in  office  by  Porcius  Festus,  left  Paul  bound  (vs. 
22-27).  Felix  in  this  showed  himself  the  grasping,  un- 
scrupulous, and  yet  superstitious  (vs.  24,  25)  tyrant  which 
history  describes  him. 

2.  Defence  before  Festus  and  Agrippa  (xxv.,  xxvi.). 

Shortly  after  his  accession  Festus  went  up  to  Jerusalem. 
While  he  was  there  the  Jews  renewed  their  charges  against 
Paul,  and  asked  that  he  be  brought  to  Jerusalem  to  be  tried, 
intending,  however,  to  kill  him  on  the  w^ay  (xxv.  1-3). 
Festus  refused  (vs.  4,  5),  but  immediately  on  returning  to 
Csesarea  had  Paul  and  his  accusers  again  brought  together 
(vs.  6,  7).  The  latter  made  many  and  various  charges,  ac- 
cording to  whatever  seemed  likely  to  succeed,  none  of  which 
they  could  prove,  and  all  of  which  Paul  denied  (v.  8). 
There  was  no  case  against  the  apostle,  but  Festus,  to  please 
the  Jews,  asked  him  if  he  would  go  to  Jerusalem  to  be  tried 
(v.  9).  Paul  well  knew  that  this  would  be  signing  his  own 
death-warrant;  so,  falling  back   on  his  Roman  citizenship, 


PAUL'S  ARREST  AND  IMPRISONMENT.  89 

and  doubtless  remembering  the  Lord's  words  that  he  should 
go  to  Rome  (xxiii.  11),  he  appealed  to  Caesar  (vs.  10,  11). 
This  baffled  the  Jews,  and  the  procurator  could  only  wait 
for  an  opportunity  to  send  the  prisoner  to  Rome. 

When,  however,  Agrippa  II.  and  his  sister  Bernice  (see 
Westminster  Bible  Dictionary)  paid  a  visit  of  salutation  to 
the  new  procurator,  Festus,  with  the  professed  wish  to  ob- 
tain charges  against  Paul  to  be  forwarded  to  Caesar,  and  de- 
siring also  to  compliment  his  guest,  who,  as  a  Jew,  would 
be  likely  to  understand  the  case,  had  Paul  brought  before 
them  to  defend  himself  (xxv.  13-27). 

Speaking  now  before  the  Jewish  king  (xxvi.  2,  3),  the  apos- 
tle related  the  character  of  his  early  life  and  his  constant 
adhesion  to  the  ancient  faith  (vs.  4-8),  recounted  briefly  the 
miracle  of  his  conversion  (9-16)  [there  was  here  no  need  to 
bring  out  tlie  part  which  Ananias  had  taken,  and  hence  the 
account  is  compressed],  and  his  divinely-given  mission  to 
the  Gentiles  (vs.  17,  18),  and  declared  that  it  was  merely  for 
his  obedience  to  this  noble  and  predicted  work  that  the  Jews 
sought  his  life  (vs.  20-23).  Agrippa,  with  his  Gentile  cult- 
ure, would  be  likely  to  see  the  folly  of  Jewish  bigotry. 
Festus,  however,  only  the  more  regarded  Paul  as  a  fanatic 
(v.  24),  and  Agrippa  contemptuously  repelled  PauPs  earnest 
appeal  to  him  to  side  with  the  truth  (vs.  26-29).  At  the 
same  time  the  king  acknowledged  that  there  was  no  just 
cause  of  complaint  against  the  prisoner,  and  that,  but  for 
his  appeal  to  Caesar,  he  might  be  set  free  (vs.  30-32).  The 
appeal  to  Caesar  "at  once  arrested  all  judicial  proceedings, 
and  removed  a  case  from  the  jurisdiction  of  an  inferior 
court "  {Lechler  in  Lange).  "  The  circumstances  [did]  not, 
in  Paul's  view,  require  him  to  demonstrate  his  personal  in- 
nocence; he  accordingly  [proceeded]  to  vindicate  his  mission 
and   labors  as  an  apostle,  and   at  the  same  time  to  defend 


90  WESTMINSTER  NORMAL   OUTLINES. 

Christianity  itself.  The  discourse  is  distinguished  by  a  joy- 
ful spirit,  a  lofty  tone  and  a  boldness  which  was  certain  of 
ultimately  obtaining  the  victory.  It  is  essentially  aggres- 
sive, whereas  the  address  in  ch.  xxii.  was,  strictly  speaking, 
defensive  in  its  character  '^  {ibid.). 

TV.  The  Voyage  to  Rome  (Acts  xxvii.-xxviii.  15). 

At  last,  in  the  autumn  (xxvii.  9,  12)  of  a.d.  60,  Paul, 
with  other  prisoners,  was  sent  in  the  charge  of  a  Roman 
centurion  to  Rome  (xxvii.  1).  The  intention  being  to  reach 
Rome  by  way  of  the  Asian  coast,  the  party  sailed  in  a  ship 
of  Adraniyttium  (v.  2)  from  Csesarea,  and,  having  touched 
at  Sidon  (v.  3),  went  to  the  north  of  Cyprus  (v.  4),  and  so 
reached  Myra  in  Lycia  (v.  5).  Tliere  they  embarked  in  an 
Alexandrine  ship  for  Italy  (v.  6).  The  voyage,  however, 
proved  disastrous.  It  was  already  late  in  the  year,  though 
hardly  too  late  for  navigation,  but  the  winds  were  steadily 
against  them  (v.  7).  With  difficulty  they  passed  the  prom- 
ontory Cnidus  (v.  7),  and,  finding  the  northern  route  to  Italy 
impossible,  they  sailed  by  a  more  southerly  course  till  they 
reached  the  eastern  end  of  Crete  (v.  7),  and  then  passed 
along  the  southern  coast  of  that  island  to  a  harbor  called 
"  Fair  Havens  "  (v.  8).  Against  the  advice  of  Paul,  they 
determined  to  push  on  to  the  more  commodious  harbor  of 
Phenice,  which  lay  on  the  south-west  coast  of  Crete,  purpos- 
ing there  to  winter  (vs.  9-12) ;  but  the  favorable  southerly 
breeze  changed  to  a  hurricane  from  the  north-east,  which 
drove  them  in  a  fierce  sea  to  the  south-west  (vs.  13-16). 
Until  the  fourteenth  day  (v.  27)  they  were  at  the  mercy  of 
the  storm  (vs.  17-20),  during  which  time  Paul  alone  gave 
them  courage  (vs.  21-26).  At  length,  at  night,  the  sound- 
ing-lead told  of  their  being  in  shallow  water  and  betokened 
the  approach  to  land  (vs.  27,  28).     Throwing  anchors  from 


PAUL'S  ARREST  AND  IMPRISONMENT.  91 

the  stern  of  the  ship,  they  waited  for  the  clay  (v.  29).  At  day- 
break they  discovered  an  island  not  far  before  them  (v.  39); 
so,  lifting  the  anchors,  they  made  for  shore  (v.  40),  but, 
being  caught  between  two  seas,  the  ship  ran  aground  and 
began  to  go  to  pieces  (v.  41).  The  whole  company,  however, 
escaped  safely  to  shore  (vs.  42-44).  according  to  the  predic- 
tion which  Paul  had  made  (vs.  33,  34). 

The  island  proved  to  be  Melita  [now  Malta],  (xxviii.  1), 
and  there  they  remained  three  months  (v.  11).  They  were 
kindly  treated  by  the  inhabitants,  for  whom  the  apostle 
wrought  many  miracles  (vs.  2-10).  Finally,  they  embarked 
in  another  Alexandrine  ship  (v.  11),  and,  having  touched  at 
Syracuse  (v.  12)  and  Rhegium  (v.  13),  reached  the  port  of 
Puteoli  (v.  13)  in  Southern  Italy.  After  remaining  with 
the  brethren  in  Puteoli  for  seven  days,  the  apostle,  under 
charge  of  the  centurion,  "  went  toward  Rome ''  (v.  14).  He 
was  met  by  brethren  from  the  city  at  Appii  Forum  and  at 
the  ''Three  Taverns  '' — the  former  "about  forty-three,"  and 
the  latter  about  thirty-three,  miles  from  Rome — by  whom 
he  was  escorted  to  the  capital  (v.  16),  where  the  prisoners 
were  delivered  into  the  hands  of  the  prefect  of  the  imperial 
guard.     It  was  then  early  in  the  spring  of  A.  D.  61. 

The  exact  character  of  the  narrative  of  this  voyage  be- 
trays the  presence  of  Luke  (notice  the  "we"  throughout). 
His  use  of  nautical  terms  is  singularly  accurate.  The  ac- 
count gives  a  vivid  exhibition  of  the  dangers  to  which  the 
apostle  was  exposed,  his  own  composure  and  trust,  and  the 
certain  purpose  of  God  to  lead  his  servant  thus  to  the  goal 
of  his  desires. 

Test  Problems, 

1.  State  the  arguments  of  Paul  in  his  three  great  apologies. 

2.  Show  the  fitness  of  each  argument  to  the  immediate  circumstances. 

3.  Trace  the  route  of  the  voyage  to  Rome. 


92  WESTMINSTER  NORMAL   OUTLINES. 

LESSON   XXI. 

PAUL  IN   ROME,  A.  D.  61-63.  ' 

Sources:  Acts  xxviii.  17-31 ;  Colossians;  Ephesians;  Philemon;  Philip. 

I.  Paul's  Life  in  Rome. 

From  the  Acts  we  learn  that  shortly  after  reaching  Rome 
Paul  had  a  conference  with  "the  chief  of  the  Jews''  to  ex- 
plain to  them  his  case  (xxviii.  17-20).  Since  they  professed 
ignorance  of  him  and  contempt  for  the  Christian  '^sect" 
(vs.  21,  22),  he  appointed  a  day  on  which  he  set  before  them 
at  length  the  scriptural  proof  of  the  gospel  (v.  23).  Few, 
however,  believed,  and  once  more  Paul  turned  to  the  Gen- 
tiles (vs.  24-28).  The  Jews'  apparent  ignorance  (v.  22)  of 
the  Church  in  Rome,  if  real,  may  be  readily  explained  by 
the  immense  population  of  the  city  ;  or,  if  only  apparent, 
as  is  more  probable,  by  their  haughty  contempt  for  the 
''sect."  It  was  indeed  a  very  small  body  in  comparison 
with  their  own. 

For  at  least  two  years  Paul  remained  in  Rome  under 
guard,  but  in  his  own  hired  house,  waiting  the  decision  of 
his  case  (v.  30),  meanwhile  freely  preaching  to  all  who  came 
to  him  (v.  31). 

From  the  epistles  of  this  period  we  can  glean  other  fea- 
tures of  Paul's  life  in  the  capital.  References  to  his  im- 
prisonment are  made  in  Eph.  iii.  1;  iv.  1;  vi.  20;  Phil, 
i.  13;  Col.  i.  24;  iv.  3;  Phile.  10.  His  labors  in  the  gos- 
pel while  under  confinement  are  implied  in  Eph.  vi.  19,  20 ; 
Phil.  i.  13 ;  Phile.  10.  Very  little  is  said  of  his  relations 
to  the  Christians  at  Rome,  and  in  the  latter  part  of  his  im- 
prisonment the  Philippian  church  contributed  to  his  support 
(Phil.  iv.   14).     Only  a   few  salutations   from    brethren   in 


PA  UL  IN  ROME.  93 

Rome  are  found  in  the  epistles  written  from  there  (compare 
Col.  iv.  10-14 ;  Phile.  23,  24) ;  but  this  is  explained  partly 
by  the  purposes  with  which  they  were  written,  and  partly 
because  comparatively  few  in  Rome  may  have  been  known 
to  the  Eastern  churches.  At  the  same  time  the  greeting  of 
"all  the  saints"  to  the  Church  at  Pliilippi  (Phil.  iv.  22)  suf- 
ficiently indicates  Paul's  cordial  relations  with  the  brethren 
in  the  metropolis. 

The  expressions  used  in  Phil.  i.  15-17  show  that  there 
were  various  elements  in  the  Roman  church.  Since  the  one 
side  maliciously  opposed  Paul  (16),  we  infer  that  the  dif- 
ficulty between  them  w^as  the  old  Judaistic  one  (compare  also 
Phil.  iii.  2).  His  charity  rose  superior  to  their  malice,  and 
he  persevered  in  his  own  work.  The  controversy  in  its  old 
form  was  indeed  now  rather  worn  out.  It  had  been  so  often 
decided  in  Paul's  favor  that  he  could  aiFord  to  treat  it  more 
lightly  than  before;  nor  were  the  chances  of  Judaistic  suc- 
cess so  great  in   Rome  as  in  Galatia. 

He  was,  however,  more  troubled  by  the  report  of  new  dif- 
ficulties which  had  risen  in  the  East,  and  especially  in  Co- 
losse.  On  the  precise  nature  of  these  see  below  (II.,  1,  A). 
These  led  him  to  address  an  epistle  to  the  church  at  Colosse 
on  the  subject,  together  with  which  he  sent  a  short  one  on  a 
private  matter  (see  below,  II.,  1,  B)  to  Philemon,  a  member 
of  that  church.  At  the  same  time  also  he  wrote  one  of  a 
more  general  character,  though  likewise  suggested  by  the 
rising  errors,  to  Ephesus. 

Again,  at  a  later  period  (Phil.  ii.  24-26  implies  that  time 
enough  had  elapsed  for  four  journeys  to  have  taken  place 
between  Rome  and  Philippi;  the  apostle's  state  of  mind  also 
is  different  in  the  Philippians  from  that  reflected  in  Colos- 
sians  and  Piiilemon)  he  sent  another  letter  of  a  rather  gen- 
eral character  to  his  much-loved  Church  at  Philippi.     The 


94  WESTMINSTER  NORMAL    OUTLINES. 

apostle  therefore  was  still  actively  employed  with  the  care 
of  his  Gentile  churches. 

PauFs  imprisonment  lasted  probably  a  little  more  than 
two  years.  Even  in  the  Epistle  to  Philemon  (22)  he 
speaks  hopefully  of  his  release.  In  the  Philippians  he 
is  evidently  expecting  it  soon  (Phil.  i.  25 ;  ii.  23,  24).  Yet 
at  the  same  time  the  tone  of  the  latter  epistle  (see  especially 
Phil.  i.  12,  13)  seems  to  indicate  that  his  earlier  easy  con- 
finement had  given  place  to  a  more  rigorous  one.  Alford 
places  this  change  in  connection  with  the  death  of  Burrus 
(a.  d.  63),  a  noble-minded  prefect,  and  Nero's  increasing 
cruelty  {Proleg.,  iii.  6).  That  Paul  was  released  and  en- 
tered again  on  missionary  work  is  proved  by  the  "  Pastoral 
Epistles,"  the  evidence  of  the  later  composition  of  which 
will  be  considered  in  the  next  lesson.  How  his  release  was 
effected  we  do  not  know. 

II.  Epistles  Written  at  Rome. 

1.  Earlier  Period. 

A,  Epistle  to  the  Colossians. 

On  the  situation  and  history  of  Colosse  see  Bible  Diction- 
ary. It  is  probable  (from  II.  1)  that  Paul  was  not  the  foun- 
der of  the  Colossian  church.  Epaphras,  their  '*  minister," 
was  doubtless  one  of  the  chief  agents  in  its  organization 
(i.  7,  8  ;  iv.  12,  13).  If  Paul  had  not  been  there,  its  organ- 
ization must  have  been  later  than  the  tour  mentioned  in 
Acts  XV iii.  23.  Philemon,  however,  a  prominent  member 
of  the  Church  in  Colosse,  was  one  of  Paul's  converts  (Phile. 
19),  and  salutations  to  the  Church  and  to  Philemon  are 
sent  by  Paul's  companions  (Col.  iv.  10-14;  Phile.  23,  24). 
The  church  therefore  clearly  belonged  to  the  circle  of  Paul- 
ine churches,  and    may   have  been  founded  (so  Alford)  by 


PAUL  IN  ROME.  95 

his  co-laborers  or  converts  during  his  residence  in  Ephesus 
(Acts  xix.  10). 

The  occasion  of  the  Epistle  may  be  inferred  from  its  con- 
tents. Epaphras  had  brought  (i.  7,  8)  news  of  their  gen- 
eral fidelity  in  the  gospel,  but  also  of  certain  dangers  to 
which  they  were  exposed.  These  were  from  false  teachers 
(ii.  4).  The  new  doctrine  aimed  to  introduce  Jewish  cere- 
monialism (ii.  16),  and  with  it  the  worship  of  spirits  (ii.  18) 
and  asceticism  (ii.  23).  It  had,  however,  a  professed  speculative 
basis  (ii.  8),  and  tended  to  turn  men  from  simple  faith  in 
Christ  to  dependence  on  mystical  rites  and  works  of  the 
flesh.  In  this  new  doctrine,  therefore,  we  recognize  a  Jew- 
ish source,  and  yet  a  different  error  from  that  of  the  earlier 
Judaizers.  It  was  chiefly  the  offspring  of  Oriental  mysti- 
cism, by  which  many  of  the  later  Jews  were  infected.  It 
combined  asceticism  and  ritualism  with  free  speculation,  and 
was  opposed,  as  much  as  the  earlier  doctrine  of  the  Juda- 
izers, to  the  doctrine  of  faith.  Its  appearance  in  Colosse 
was  the  beginning  of  a  long  series  of  errors,  developing  out 
of  each  other,  which  reached  through  the  second  century, 
and  became  finally  known  as  Gnosticism.  In  Colosse,  how- 
ever, it  had  as  yet  only  exhibited  itself  in  its  earliest  and 
crudest  forms.  We  shall  see  another  stage  of  its  growth 
noticed  in  the  Pastoral  Epistles.  It  was  therefore  both  an 
old  and  a  new  antagonist  to  the  gospel. 

The  Epistle,  therefore,  consists  of — 

1.  Thanksgiving  for  their  faith  (i.  1-8),  and  prayer  for  their 
increase  in  spiritual  knowledge  (i.  9-13).  [The  fundamen- 
tal idea  of  Gnosticism  was  that  of  a  true  knowledge,  supe- 
rior to  the  crude  state  of  mere  belief.  This  knowledge  was 
esoteric  and  speculative.] 

2.  An  exhibition  of  the  sufficiency  of  Christ  in  his  per- 
son  and   his   redeeming   work   (i.  14-ii.  3).     [This  was  de- 


06  WESTMINSTER  NORMAL    OUTLINES. 

signed  to  meet  the  temptation  of  his  readers  to  depend  on 
other  spirits  or  their  own  works  or  speculations.] 

3.  Direct  application  of  the  above  to  his  readers  in  view 
of  their  new  dangers  (ii.  4-iii.  4). 

4.  A  statement  of  the  true  kind  of  self-denial — vi/.,  the 
destruction  of  sin  (iii.  5-17),  and  of  the  duties  which  they 
owed  to  each  other  in  the  several  relations  of  life  (iii.  18- 
iv.  6),  which  the  false  doctrine  tended  to  obscure,  and  which 
the  very  novelty  of  Christianity  itself  sometimes  tempted 
them  to  disregard. 

5.  Personal  messages  (iv.  7-18). 

B.  Epistle  to  Philemon. 

Philemon  was  a  member  of  the  Colossian  church.  Ones- 
imus,  a  slave  of  his  (16),  had,  we  may  suppose,  commit- 
ted some  offence  and  run  away  (11),  and  had  in  Rome  been 
converted  under  Paul  (10).  The  apostle  was  desirous  of 
enabling  Onesimus  to  repair  his  former  fault  and  restore 
him  to  Philemon,  and  therefore  sent  hiui  with  Tychicus  to 
bear  this  Epistle  to  the  church  at  Colosse.  This  brief  letter 
Paul  sent  at  the  same  time  to  Philemon,  commending  the 
former  slave,  but  now  Christian  brother,  to  his  former  mas- 
ter, and  tenderly  entreating  Philemon  to  forgive  his  servant's 
fault.  The  Epistle  is  noteworthy  for  its  personal,  affection- 
ate character,  and  for  the  pathetic  beauty  of  the  plea  made 
for  Onesimus  (see  vs.  7,  9,  12,  13,  17,  19,  etc.). 

C.  Epistle  to  the  Ephesians. 

On  Ephesus,  the  founding  of  the  church  and  Paul's  life 
in  the  city,  see  above. 

That  the  Epistle  was  written  and  sent  at  the  same  time  as 
that  to  Colosse  is  shown  by  the  fact  that  Tychicus  was  also 
its  bearer  (vi.  21,  22),  and   still   more  by  the  similarity  of 


PAUL  ly   ROME.  97 

tone  in  both.  Many  have  regarded  it  as  a  circular  letter  to 
the  churches  in  Asia,  and  argue  from  the  omission  in  two 
of  the  oldest  MSS.  (Vat.;  Sin.)  of  the  words  "  which  are  in 
Ephesus"  (i.  1),  and  from  certain  internal  considerations 
(see  Conybeare  and  Howson's  Life  cm<]  Epidlcs  of  St.  Paul, 
vol.  ii.  pp.  395-398).  The  omission  in  the  two  MSS.  of  the 
name  may,  however,  be  more  easily  accounted  for  by  the 
general  character  of  the  Epistle  than  the  insertion  of  the 
words  in  the  otiier  MSS.,  and  the  internal  argument  against 
the  common  title  is  hardly  sufficient.  (See  Alford's  Proleg., 
where  also  the  ])atristic  evidence  is  well  stated.) 

The  object  of  the  Epistle  was  to  exhibit  a  complete  view 
of  the  Church  in  its  spiritual  union  with  Christ.  This  is 
grandly  done.  The  language  is  sublime,  the  thought  is  pro- 
found, and  the  line  of  argument  is  very  subtle.  Alford  (in 
Prolegomena)  well  points  out  that  this  Epistle  contains  the  true 
doctrine  concerning  the  Church  suggested  by  way  of  contrast 
with  the  errorists  of  Colosse,  but  which  was  not  worked  out 
in  the  Epistle  to  the  latter  place.     It  consists  of — 

I.  A  doctrinal  part  (i.-iii.),  which  sets  forth  (1)  the  bless- 
edness of  the  elect  as  the  redeemed  of  God,  sealed  by  the 
Spirit  unto  participation  in  Christ  risen  and  glorified 
(i.-ii.  10) ;  (2)  the  unity  of  all  believers  in  Christ  (ii.  11- 
22),  involving  the  call  of  the  Gentiles  (iii.  1-12),  and 
concluding  with  a  sublime  praver  and  doxologv  (iii.  13- 
31). 

II.  A  hortatory  part  (iv-vi.),  which  urges,  on  the  basis  of 
the  unity  of  the  Church  in  Christ  (iv.  1-13),  loving  fidelity 
to  the  truth  (iv.  14-16),  holiness,  charity,  purity,  unworld- 
liness  (iv.  17-v.  20),  obedience  to  each  other  in  the  several 
relations  of  life  (v.  21-vi.  9),  and  finally  exhorts  in  a  splen- 
did peroration  to  ardor  in  the  Christian  warfare  by  the  power 
of  prayer  (vi,  10-20). 

9  ii 


98  WESTMINSTER  NORMAL   OUTLINES. 

There  should  be  especially  noted  (1)  the  frequent  use  of 
the  phrase  '^  in  Christ"  or  its  equivalents  (i.  3,  4,  6,  7,  10, 
11,  13,  15,  etc.);  (2)  the  use  of  the  word  "  Church  "  (i.  22  ; 
iii.  10,  21 ;  v.  24,  25,  27,  32)  in  its  highest  sense  to  denote 
the  whole  body  of  believers,  and  the  descriptions  of  it  as  the 
mass  of  the  elect  of  God  (i.  4-12,  etc.),  as  the  body  of  Christ 
(i.  23;  iv.  13,  16;  v.  30),  as  the  temple  of  God  (ii.  20-22; 
see  also  iii.  19),  and  as  the  bride  of  Christ  (v.  24-27) ;  and 
(3)  the  exhibition  of  the  glorious  person  of  Christ  (i.  10, 
20-23  ;  ii.  20  ;  iv.  7-13).  The  glory  of  the  Church  is  thus 
shown  to  rest  on  the  eternal  purpose  and  almighty  power 
(i.  19;  ii.  10,  etc.)  of  God  the  Father,  on  the  redemptive 
work  and  love  of,  and  her  union  with,  Christ,  and  on  the 
possession  of  the  Spirit — all  which  unite  to  produce  her  final 
perfection  (i.  18;  iii.  14-19;  iv.  13,  etc.).  The  phrase  "in 
Christ"  epitomizes  the  main  idea  of  the  Epistle,  as  indeed 
it  does  of  the  whole  gospel  itself. 

Tiie  student  should  compare  Acts  xx.  18-35  (remember- 
ing the  circumstances  under  which  it  was  uttered)  with  thif 
Epistle,  and  note  the  similarity  of  thought.  Thus,  compar< 
Acts  XX.  21  with  Eph.  i.  13;  ii.  1-5,  11,  18;  iii.  6;  iv.  24 
etc. ;  Acts  xx.  24,  "  the  ministry  I  have  received,''  with 
Eph.  iii.  7,  8,  and  "  grace  of  God  "  (so  also  v.  32,  "  word  of 
his  grace")  ^yith  Eph  i.  6 ;  ii.  5,  7,  8,  etc. ;  Acts  xx.  27,  "coun- 
sel of  God,"  with  Eph.  i.  5,  9,  11  ;  ii.  10;  iii.  3,  9,  11,  etc.; 
Acts  XX.  28,  "  Church  which  he  hath  purchased,"  etc.,  with 
Eph  i.  7;  ii.  13;  v.  25-27;  Acts  xx.  28-31,  "Take  heed," 
etc.,  with  Eph.-  iv.  and  v.,  especially  v.  6,  7  ;  Acts  xx.  28. 
"Holy  Ghost  hath  made  you  overseers,"  with  Eph.  v.  11- 
13;  and  Acts  xx.  32,  "build  you  up,"  with  Eph  ii.  20-22 


PAUL   IN  ROME.  99 

II.  Epistles  AYritten  at  Rome. 

2.  Later  Period. 
Epistle  to  the  Philippians. 

On  the  church  at  Philippi  see  above. 

The  occasion  of  the  Epistle  was  the  return  to  Philippi  of 
Epaphroditus  (ii.  25),  who  had  brought  a  gift  to  Paul  from 
that  Church  (iv.  10). 

It  had  no  special  object  except  to  express  the  apostle's 
love  for  them  and  to  warn  them  against  certain  dangers 
until  Timothy  and  himself  should  come  (ii.  19-24). 

In  it  the  apostle  writes — 

1.  Of  his  joy  in  them  (i.  3-8),  his  prayers  for  them  (9-11), 
his  success  in  the  gospel  even  while  in  bonds  and  amid  op- 
position (12-22),  his  expectation  of  seeing  them  again  (23- 
26),  and  his  desire  for  their  fidelity  (27-30). 

2.  Of  the  duty  of  peace  and  unity,  illustrating  it  by  the 
example  of  Christ  (ii.  1—18),  adding  a  few  words  about  the 
sending  of  Timothy  and  Epaphroditus. 

3.  Of  the  danger  to  which  they  were  exposed  from  Juda- 
izers,  and  of  his  own  record  and  faith  in  contrast  to  the  er- 
rorists  (iii.);  concluding  with — 

4.  A  few  messages,  encouragement,  benediction  and  thanks 
for  their  gift  (iv.). 

The  Epistle  is  very  personal  in  character  and  warmly  af- 
fectionate in  tone;  none  of  the  other  epistles  show  us  so 
much  of  the  tenderness  of  the  writer^s  heart.  As  affording 
insight  into  PauFs  own  spiritual  life  it  is  of  great  im- 
portance, showing  as  it  does  his  resignation,  his  joy  in 
Christ,  his  sense  of  the  glory  of  Christ,  his  love  for  his 
converts,  his  desire  for  peace,  and  yet  determined  convic- 
tions, and  the  eagerness  of  his  own  pursuit  after  holiness 
and  the  knowledge  of  Christ. 


100  WESTMINSTER  NORMAL   OUTLINES. 

III.  Doctrinal  Results  of  the  Peeiod. 

In  opposition  to  the  new  errors,  the  person  of  Christ,  as 
the  sufficient  ground  of  his  people's  trust,  has  been  exhibited 
—  his  pre-existence,  incarnation  and  humiliation,  his  com- 
plete revelation  of  God  because  himself  divine,  the  (1)  peace- 
making and  unifying  power  of  his  death,  his  (2)  subsequent  ex- 
altation, his  fullness  of  spiritual  gifts  and  life,  his  perfect 
and  intimate  union  with  his  Church.  Suggested  by  the  union 
of  Jew  and  Gentile  in  Christ,  the  idea  of  the  universal  Church 
has  been  expressed  and  its  unity  unfolded.  From  both  of 
these,  also,  the  relation  of  each  person  of  the  Trinity  to  the 
Church  has  been  brought  out — the  Father  purposing  redemp- 
tion through  Christ,  and  choosing  and  creating  believers;  the 
Son  loving  the  Church,  redeeming  her  and  uniting  her  with 
himself;  the  Spirit  sealing  to  her  the  possession  of  Christ  and 
pledging  its  completion.  Thus  the  doctrine  of  the  Trinity 
itself  was  more  clearly  exhibited.  In  the  former  periods  of 
Paul's  work  he  had  discussed  ratlicr  the  way  of  salvation 
(the  necessity  for,  and  method  of,  justification,  etc.);  in  this 
he  has  discussed  rather  the  person  of  the  Redeemer,  and  his 
relations  to  his  people. 

Test  Frohlems. 
L  Tell  what  we  may  learn  from  the  Epistles  of  Paul's  life  in  Rome. 

2.  State  the  occasion  for  the  Epistle  to  the  Colossians,  and  show  how  it 
met  the  wants  of  its  readers. 

3.  Give  the  {)urpose  and  general  argument  of  the  Epislle  to  the  Ephe- 
sians. 

4.  Show  the  state  of  Paul's  mind  as  reflected  in  the  Epistle  to  the  Plii- 
lippians. 

5.  Show   what  was  tauglit  concerning   tlie   person  of  Christ   in   these 
epistles. 


PAUL'S  LAST   YEARS.  101 

LESSON    XXII. 

PAUL'S  LAST  YEARS  (A  D.  63-68). 

Sources:  First  and  Second  Timothy;  Titus;  (luotations  from  early 
writers. 

I.  Paul's  Work  after  his  Release. 

1.  Proof  of  his  release  and  subsequent  labors. 

A.  That  Paul  was  released  from  the  imprisonineDt  with 
which  the  Acts  of  the  Apostles  concladed  is  rendered  prob- 
able by  the  statements  of  certain  early  writers.  Thus  (see 
Alford's  Proleg.  to  last  Epistles,  viii.  2)  Clement  of  Rome 
(a.  d.  90-100)  wrote  that  "  Paul,  having  been  a  preacher 
both  in  the  East  and  in  the  West,  obtained  the  excellent 
honor  due  to  his  faith,  having  taught  the  whole  world  right- 
eousness, and  having  come  to  the  limit  of  the  West,  and 
having  borne  his  testimony  before  the  rulers"  (1  Cor.  ch. 
5).  Some  interpret  "the  limit  of  the  West"  to  mean  Rome, 
but  without  any  probability. 

The  Canon  of  Mnratori  (about  A.  d.  170)  has  an  ob- 
scure and  corrupted  sentence  to  the  effect  that  Luke  relates 
onlv  what  came  under  his  own  observation;  and  the  frairment 
then  refers  to  the  martvrdom  of  Peter  as  being:  alluded  to 
by  Luke  (xxii.  31-33),  and  to  "the  departure  of  Paul  from 
the  city  when  he  was  going  to  Spain,"  probably  as  being 
omitted  by  Luke — a  sentence  which  at  least  implies  the  tra- 
dition of  the  journey  to  Spain. 

Eusebius  (a.d.  325)  in  his  history,  after  referring  to  the 
conclusion  of  the  Acts,  says :  "  Report  has  it,  however,  that 
the  apostle,  having  at  that  time  made  his  defence  [success- 
fully], again  went  forth  to  his  gospel  ministry,  and  a  second 
time  having  come  to  the  same  city  [/.  e.  Rome],  finished   his 


102  WESTMINSTER  NORMAL   OUTLINES. 

testimony  [/.  e.  by  death]  under  [Nero]."  Other  testimony 
to  this  primitive  tradition  occurs  in  Chrysostom  and  Jerome. 
These  statements,  and  especially  the  first,  create  a  strong 
probability  in  favor  of  PauFs  release  from  his  first  impris- 
onment. 

B.  This  probability  is  positively  confirmed  by  the  Pastoral 
Epistles,  a  probable  time  for  the  composition  of  which  cannot 
be  found  in  the  life  of  Paul  as  recorded  in  the  Acts.  This 
is  shown-»- 

(o)  By  the  historical  references  in  them. 

From  1  Tim.  i.  3;  iii.  14,  15  we  learn  that  Paul  had  left 
Timothy  in  Ephesus,  but  had  himself  gone  into  Macedonia 
on  a  journey  of  an  uncertain  length,  and  that  Timothy  was 
meanwhile  to  remain  at  Ephesus.  From  Tit.  i.  5;  iii.  12 
we  learn  that  Paul  had  left  Titus  in  Crete,  and  was  on  his 
way  to  Nicopolis  (a  city  of  Epirus),  intending  there  to  win- 
ter! From  2  Tim.  iv.  6,  10,  11,  12,  13,  16,  17,  20,  21  we 
learn  that  he  had  lately  been  at  Miletus,  but  was  now  a  pris- 
oner in  Rome,  fiad  made  one  successful  defence,  but  was  ex- 
})ecting  death — that  only  Luke  was  with  him,  and  that  he 
wished  Timothy  to  come  by  way  of  Troas  to  Rome.  Tim- 
othy was  probably  (iv.  19,  etc.)  in  Ephesus  or  its  vicinity. 
Now,  the  only  way  in  which  First  Timothy  and  Titus  can  be 
inserted  in  the  narrative  of  the  Acts  is  by  supposing,  during 
the  apostle's  long  stay  at  Ephesus  (Acts  xix.),  an  unrecorded 
journey  to  Macedonia  and  Crete,  during  the  Macedonian 
portion  of  which  he  wrote  First  Timothy,  and  on  his  re- 
turn to  Ephesus  the  Epistle  to  Titus.  We  have  already 
seen  that  during  this  period  a  brief,  unrecorded  trip  to 
Corinth  probably  occurred.  But  to  suppose  a  long  jour- 
ney to  Macedonia  and  Crete  would  take  out  so  large 
a  portion  of  the  two  and  a  half  or  three  years  supposed 
to   have  been  spent  in  Ephesus  that  the  remainder  would 


PAUL'S   LAST  YEARS.  103 

hardly  warrant  such  an  expression  as  Acts  xix.  10,  especially 
since,  during  the  latter  part  of  Paul's  stay  at  Ephesus,  Tim- 
othy was  absent  on  a  mission  to  Corinth  (1  Cor.  xvi.  10; 
Acts  xix.  22),  and,  when  the  apostle  left  Ephesus,  rejoined 
him  in  Macedonia  (2  Cor.  i.  1).  This  long  journey  to  Mace- 
donia, on  this  view,  must  have  occurred  during  the  very 
"space  of  two  years"  said  to  have  been  spent  in  Ephesus 
(Acts  xix.  10).  So  far  as  the  Epistle  to  Titus  is  concerned, 
besides  the  difficulty  already  mentioned,  the  intention  of 
Paul  to  w^inter  in  Nicopolis  is  apparently  inconsistent  with 
the  intention  with  which,  according  to  Acts  xix.  21  and  1 
Cor.  xvi.  6,  he  left  Ephesus,  unless  we  suppose  he  changed 
his  whole  plan  ;  nor  is  the  mission  of  Titus  in  Crete,  and 
the  direction  given  him  to  go  thence  to  Macedonia,  easily 
reconcilable  with  his  mission  from  Ephesus  to  Corinth  (2 
Cor.  vii.  13),  unless  we  again  suppose  a  change  of  the  plan 
mentioned  in  Tit.  iii.  12;  nor  for  any  of  these  supposed 
journeys,  except  the  brief  one  to  Corinth,  can  any  reason 
be  given  except  to  find  a  time  for  the  composition  of  these 
epistles. 

Second  Timothy  also  clearly  does  not  belong  to  the  impris- 
onment recorded  in  Acts  and  referred  to  in  Colossians,  Ephe- 
sians  and  Philippians.  He  here  expects  death,  and  has  been 
left  nearly  alone.  Moreover,  nowhere  in  this  voyage  to  Rome 
from  Csesarea  (Acts  xxvii.,  xxviii.)  can  a  place  be  found  for 
the  incidents  contained  in  2  Tim.  iv.  20.  Both  the  narra- 
tive of  the  Acts  and  these  epistles  resist,  therefore,  the  at- 
tempt to  insert  the  latter  in  the  former. 

(6)  By  the  condition  of  the  Church  shown  in  these  epis- 
tles. 

They  represent  the  need  of  caution  in  the  selection  of 
church-officers,  and  thus  point  to  a  time  when  abuses  were 
being  introduced,  and   when  the  care  of  the  Church  would 


104  WESTMINSTER  NORMAL   OUTLINES. 

devolve  on  her  permanent  rulers.  The  false  teachers  re- 
ferred to  represent  a  later  phase  in  the  growth  of  error  than 
even  that  represented  by  the  references  in  Colossians.  It 
should  be  noted  also  that  in  Acts  xx.  29,  after  his  long  res- 
idence in  Ephesus,  Paul  speaks  of  the  Ephesian  errorists  as 
still  future.  Such  an  ex])ression  would  hardly  have  been 
used  if  First  Timothy  had  been  already  called  forth  by  the 
needs  of  the  Church. 

2.  Narrative  of  Events. 

Where  Paul  went  after  his  release  must  be  largely  a  mat- 
ter of  conjecture.  According  to  the  probable  interpretation 
of  Clement,  he  went  to  Spain  in  fulfillment  of  his  earlier 
wish  (Rom.  xv.  24).  That  he  continued  his  missionary 
labors  is  shown  by  the  Pastoral  Epistles,  and  through  them 
we  obtain  a  glimpse  into  his  last  years.  We  find  that,  hav- 
ing been  in  Ephesus,  he  left  Timothy  there  and  went  him- 
self into  Macedonia  (1  Tim.  i.  3)  on  a  journey  of  uncertain 
duration  (iii.  14,  15).  We  find  that,  perhaps  during  the 
same  journey,  he  went  to  Crete,  left  Titus  there  (Tit.  i.  5), 
and  was  on  his  way  to  Nicopolis  (iii.  12).  It  is  supposed 
by  some  that,  since  Christians  were  then  being  persecuted 
by  Nero,  the  apostle  sought  in  Nicopolis  a  place  not  only  of 
labor,  but  of  greater  safety.  He  was,  however,  again  ar- 
rested and  sent  to  Rome,  where  he  was  to  be  tried  as  a  com- 
mon criminal  (2  Tim.  ii.  9).  Sentence  was  delayed  after  his 
first  trial  (2  Tim.  iv.  16,  17),  and  he  was,  when  last  heard 
of,  awaiting  a  second  trial,  but  without  hope  of  release  (2 
Tim.  iv.  6).  With  this  our  knowledge  of  the  apostle  ends. 
Tradition  places  his  martyrdom  near  the  close  of  Nero's 
reign;  Jerome  says  it  took  place  in  the  fourteenth  year  of 
Nero  (a.  d.  68),  and  this  is  every  way  })robable.  As  a 
Roman   citizen,   he  was   probably    l)eheaded  ;    but    into  the 


PAUL'S  LAST  YEARS.  105 

maze  of  legend  which  later  ages  have  accumulated  around 
his  name  it  is  impossible  to  enter  with  any  certain  clue. 

II.  Epistles  of  this  Period. 

1.  First  Epistle  to  Timothy. 

On  Timothy  see  Acts  xvi.  1-3  ;  xvii.  14,  15;  1  Thess.  i. 
1  ;  iii.  2,  6 ;  2  Thess.  i.  1 ;  Acts  xix.  22 ;  1  Cor.  xvi.  10 ;  2 
Cor.  i.  1,  19;  Rom.  xvi.  21 ;  Acts  xx.  4;  Col.  i.  1 ;  Phil.  i. 
1;  ii.  19;  Heb.  xiii.  23;  1  and  2  Tim.,  and  trace  by  these 
references  the  outline  of  his  life. 

This  Epistle  was  probably  written  near  the  close  of  Paul's 
life — A.  D.  QQ  or  67.  It  was  sent  from  some  city  of  Mace- 
donia (i.  3),  though  the  form  of  expression  there  used  mav 
perhaps  indicate  that  the  apostle  had  left  Macedonia.  Its 
object  was  to  give  Timothy,  and,  through  liim,  the  church 
at  Ephesus,  instruction  in  view  of  their  increasing  dangers. 
Timothy  had  been  temporarily  left  in  charge  of  the  church 
at  Ephesus.     The  dangers  referred  to  were  two : 

(1)  The  selection  of  improper  persotis  as  church- officers,  and 
thus  the  influx  of  disorderly  habits  of  life  and  w^orship. 
The  apostles  were  riow  rapidly  passing  away,  and  the  Church 
soon  would  be  left  to  the  guidance  of  her  permanent  officers. 
Hence  it  was  necessary  to  secure  not  only  men  of  proper 
character  as  officers,  but  to  secure  also  the  faithful  teaching 
of  the  truth  (compare  1  Tim.  i.  19 ;  iii.  15  ;  vi.  3,  etc. ;  2 
Tim.  i.  13;   Tit.  i.  9). 

(2)  New  forms  of  error.  The  errorists  of  the  Pastoral 
E[)istles  were  different  from  those  combated  in  previous  epis- 
tles.  They  were  indeed  of  Jewish  origin  (1  Tim.  i.  7;  Tit. 
i.  10,  14;  iii.  9),  but  they  not  only  combined  with  their  Ju- 
daism mystical  speculations  (1  Tim.  i.  4;  iv.  7 ;  vi.  4,  20; 
Tit.  iii.  9 ;  2  Tim.  ii.  14,  16-23;  iv.  4)  and  ascetic  practices 
(1  Tim.  iv.  3,  4;  Tit.  i.  14),  but  were  also  guilty  of  actual 


106  WESTMINSTER  NORMAL    OUTLINES. 

immoralities  (1  Tim.  iv.  1,  2;  vi.  5 ;  2  Tim.  iii.  1-9  ;  Tit.  i. 
10,  16).  This  latter  feature  marked  them  decisively  as 
heretics  (Tit.  iii.  10,  11),  and  the  apostle's  tone  toward  them 
is  j)roportionately  severe.  Some  denied  the  resurrection,  in- 
terpreting it  in  a  spiritual  sense  (1  Tim.  i.  20;  2  Tim.  ii.  17, 
18).  It  is  usual  to  see  in  these  errors  the  incipient  forms  of 
Gnosticism.  The  evil  is  far  advanced  beyond  the  stage  re- 
flected in  the  Epistle  to  Colosse  (Phil.  iii.  2  may  possibly  in- 
dicate a  quicker  development  of  the  error  in  Philippi,  though 
it  is  hardly  likely) ;  and  the  references  in  these  epistles  to 
spiritual  genealogies,  abstinences  from  meat,  "knowledge 
falsely  so  called,"  united  with  worldliness  and  sin,  already 
show  the  head-waters  of  the  great  stream  of  heresy  which 
flowed  down  through  the  second  century.  (For  a  later  scrip- 
tural notice  of  the  condition  of  the  Ephesian  church  com- 
pare Rev.  ii.  1-7.) 

The  Epistle  does  not  pursue  a  regular  line  of  thought,  but 
gives  directions  with  reference  to  the  above  subjects  and  others 
of  an  allied  nature. 

2.  Epistle  to  Titus. 

On  Titus  cf.  Gal.  ii.  1 ;  2  Cor.  ii.  13  ;  vii.  6, 13  ;  viii.  16- 
18 ;  2  Tim.  iv.  10.  He  had  been  left  in  Crete  for  the  same 
purpose  for  which  Timothy  had  been  left  in  Ephesus  (i.  5). 
The  time  of  composition  was  about  A.  D.  67.  The  Epis- 
tle was  probably  written  from  Asia,  before  the  apostle  went 
to  Nicopolis,  where  Titus  was  to  rejoin  him  (iii.  12).  Its 
object  was  similar  to  that  of  First  Timothy,  and  the  same 
remarks  apply  to  both.  When  or  by  whom  the  churches  in 
Crete  were  founded  is  not  known,  but  we  may  probably 
infer  from  their  condition,  as  shown  in  this  Epistle,  that 
they  had  been  in  existence  some  time. 

The  form  of  composition  of  this  Epistle  is  similar  to  that 
of  First  Timothy. 


PAUL'S  LAST   YEARS.  107 

3.  Second  Epistle  to  Timothy. 

Written  from  Rome  not  long  before  Paul's  martyrdom  (i. 
8,  12;  iv.  id-^).  Timothy  was  probably  in  Asia  (iv.  13,  19), 
but  whether  or  not  he  was,  as  commonly  supposed,  still  in 
Ephesus,  may  be  doubted  (cf.  expressions  used  in  iv.  12,  20). 
Tiie  object  of  the  epistle  was  chiefly  personal.  The  apostle 
desired  to  see  his  "sou  in  the  faith,"  and  meanwhile  to  en- 
courage and  guide  him.  He  expected  his  own  death  at  any 
time,  and,  foreseeing  the  future  perils  of  the  Church  (iii.  1- 
8),  of  the  beginnings  of  which  he  had  already  written,  he 
wished  to  give  his  last  words  of  instruction.  The  epistle, 
therefore,  consists  of  such  directions  and  exhortations  as 
were  suited  to  the  needs  of  Timothy  and  the  Church. 

4.  Epistle  to  the  Hebrews. 

From  the  second  century  doubts  have  existed  concerning 
the  authorship  of  this  epistle.  It  was  assigned  by  some  in 
early  times  to  Barnabas  or  Luke  or  Clement  of  Rome,  and 
in  modern  times  has  been  assigned  (Luther  and  others)  to 
Apollos.  At  the  same  time  it  has  from  the  first  been  quoted 
as  the  words  of  Paul,  and  its  canonicity  is  beyond  a  doubt. 

The  arguments  against  its  Pauline  authorsliip  are  based 
on  the  absence  of  any  opening  salutation,  on  difference  in 
style  from  the  acknowledged  epistles  of  Paul,  on  the  sup- 
posed improbability  that  Paul  should  write  to  Hebrews, 
and  on  a  few  incidental  references  in  it  which  are  said  to 
indicate  another  author  than  the  apostle  {e.g.  ii.  3,  "unto 
us,"  etc),  and  on  the  traditional  doubts  on  the  subject. 

Those  in  favor  of  the  Pauline  authorship  consist  of  an- 
swers to  the  above  arguments  and  the  traditional  belief  of 
the  Church.  The  Greek  writers  have  generally  received  it 
as  Pauline,  while  the  doubts  have  been  raised  among  Latin 
and  Protestant  scholars.  The  question  is  one  on  which  there 
will  always  be  diversity  of  opinion.     (See  the  question  com- 


108  WESTMINSTL'R  NORMAL    OUTLINES. 

pciidioiisly  stated  in  Conybeare  and  Howson,  chap.  28,  and 
discussed  at  length  in  Alfbrd's  Prolegomena  and  other  crit- 
ical commentaries.) 

But  whether  Paul's  or  not,  it  is  admitted  to  have  ema- 
nated from  the  Pauline  circle,  and  may  therefore  properly  he 
studied  in  connection  with  him. 

To  whom  it  was  written  is  also  disputed.  It  was  designed 
for  Jews,  but  whether  for  the  Palestinian  churches  or  for 
some  church  of  the  Dispersion  has  been  doubted.  It  was 
probably  sent  to  a  particular  chnrcii,  but  in  its  form  it  is 
much  like  a  circular  letter.  It  was  sent  to  a  church  to 
which  Timothy  was  known  (xiii.  23),  and  with  which  the 
writer,  then  in  Italy  (xiii.  21\  was  himself  closely  connect- 
ed (xiii.  19). 

The  object  of  the  epistle  may  be  gathered  from  its  con- 
tents. Its  Jewish-Christian  readers  were,  on  account  of  per- 
secution (xii.  3-12),  in  danger  of  apostatizing  (iv.  1  ;  vi.  4- 
6 ;  X.  24-39,  etc.)  to  Judaism.  The  writer,  therefore,  sets 
forth  the  superiority  of  the  gos})el  as  an  advance  in  revela- 
tion upon  the  Old  Testament,  the  fulfillment  of  the  latter 
in  the  former,  the  transient  character  of  the  Jewish  system, 
and  the  duty  and  power  of  faith.  Inasmuch  as  the  writer 
seems  to  speak  of  the  temple-service  as  still  existing  (vii.  28; 
viii.  4,  5;  xiii.  11),  the  epistle  was  probably  written  before 
the  destruction  of  Jerusalem  (a.d.  70).  Hence  it  properly 
belongs  among  the  epistles  of  this  period.     It  sets  forth — 

(1)  The  obligation  to  obey  the  gospel  on  account  of  the 
dignity  of  Christ  its  revealer,  since  he  is — 

(d)  The  divine  and  coequal  Son  of  God  (i.),  and 
(6)  The  perfect  Man  and  Priest,  glorified  through  humil- 
iation and  suffering  (ii.). 

(2)  That  since  Christ  is  greater  than  Moses,  and  since  the 
Israelites  of  old  often  filled  of  the  promises  through  unbe- 


FA  UL  'S  LAST   YEARS.  109 

lief,   miu'h   more  will   Christians,   if  unfaithful,  fail   of  tlie 
better  "  rest "  which  belongs  to  them  (iii.,  iv.). 

(3)  The  reality  and  authority  of  Christ's  priesthood,  and 
an  exhortation  to  understand  it  thoroughly,  so  as  not  to  fall 
away  (v.,  vi.). 

(4)  That  the  Old  Testament  itself  speaks  of  a  higher 
priesthood  than  the  Aaronic — viz.  that  of  Melchizedek, 
whose  priesthood  is  symbolical  of  Christ's,  for  his  is  to  en- 
dure, while  Aaron's  is  to  pass  away  (vi.,  vii.). 

(5)  That  the  tabernacle  ritual  also  acknowledged  its  own 
insufficiency,  and  pointed  forward  to  its  own  fulfillment  in  a 
higher  dispensation,  w^hich  fulfillment  is  found  in  Christ  (ix., 
X.  19). 

(6)  That  therefore  unbelief  in  Christ  brings  great  guilt 
(x.  20-39) ;  that  a  persistent,  living  faith  is  that  by  which 
"just"  men  of  all  times  have  conquered  over  trials  and  per- 
secutions (xi.) ;  and  that,  therefore,  following  their  example 
(xii.  1-3),  Christians  should  humbly  endure  God's  paternal 
chastening,  and,  realizing  their  high  vocation,  should  stand 
in  awe  of  his  displeasure  (xii.  4-29). 

(7)  Certain  practical  injunctions  (xiii.). 

III.  Doctrinal  Results  of  this  Period. 

The  Pastoral  Epistles  add  nothing  to  the  faith  of  the 
Church,  on  account  of  their  brevity  and  the  peculiar  object 
of  their  composition.  The  Epistle  to  the  Hebrews  is  very 
important.  It  is  the  connecting  link  between  the  earlier 
Pauline  statement  of  Christianity  and  that  of  James.  It  was 
not  unnatural  that  a  work  should  proceed  from  the  Pauline 
circle  to  show  elaborately  the  harmony  of  Paul's  teaching 
with  the  Old  Testament.  In  this  epistle,  therefore,  the  ab- 
solute freedom  of  the  gospel  is  united  with  the  gospel's  ful- 
fillment of  the  law ;  Christ's  revealed  and  predicted  dignity 

10 


110  WESTMINSTER  NORMAL   OUTLINES. 

is  elaborately  set  forth ;  the  Levitical  priesthood  and  sacri- 
fices are  shown  to  have  been  fulfilled  in,  and  to  give  place 
to,  his ;  and  faith  is  exhibited  as  not  only  the  condition  of 
salvation,  but  as  also  the  only  true  motive  of  a  religious 
life.  In  this  epistle,  therefore,  the  two  roads  along  which 
the  Church  had  been  moving  met  for  ever.  Its  point  of  view 
is  essentially  Pauline,  but  it  leads  up  to  it  through  the  ful- 
fillment of  Judaism  in  Christianity,  as  well  as  through  the 
difference  between  them.  To  it  we  are  especially  indebted 
for  the  exhibition  of  Christ's  priesthood,  which  is  nowhere 
else  in  the  New  Testament  explicitly  stated. 

Student's  Personal  Mesearch. 

1.  Give  reasons  for  believing  in  Paul's  release  from  imprisonment  and 
subsequent  arrest. 

2.  Sketch  the  errorists  referred  to  in  the  Pastoral  Epistles. 

3.  State  what  we  know  from  the  New  Testament  of  Timothy  and  Titus. 

4.  State  the  object,  general  argument  and  historical  position  of  the  Epis- 
tle to  the  Hebrews. 


LESSON  XXIII. 

THE  WORK  AND  CHARACTER  OF  PAUL 

We  proceed,  as  the  result  of  our  previous  studies,  to  ob- 
tain a  general  view  of  the  .results  of  PauPs  life,  and  will 
divide  our  summary  according  to  the  principal  relations  in 
which  the  apostle  has  been  brought  before  us. 

I.  The  Work  of  Paul  as  a  Missionary. 

He  was  not  the  first  Christian  missionary  (see  Acts  viii. 
4),  but  was  the  first  apostolic  missionary.  Having  received 
his  commission  from  Christ  and  the  Church  (Acts  ix.  15; 


THE  WORK  AND   CHARACTER   OF  PAUL.  Ill 

xiii.  3),  he  entered  on  the  work  willingly,  while  most  of  the 
apostles  and  Church  understood  more  slowly  the  divine  pur- 
pose. Paul  therefore  fairly  represents  the  spirit  of  missions 
and  of  aggressive  Christianity.  In  his  missionary  career  we 
note — 

1.  His  great  activity. 

His  Christian  life  extended  over  about  thirty-two  years. 
His  more  strictly  missionary  labors  occupied  only  twenty- 
two  years.  During  that  period  he  was  rarely  at  rest.  Each 
journey  included  a  wider  circle  of  territory  than  the  preced- 
ing. The  first  embraced  Cyprus  and  part  of  Asia  Minor ; 
the  second,  more  of  Asia  Minor,  with  Macedonia  and  Greece; 
the  third  lasted  longer  in  Ephesus  and  went  farther  to  the 
north  in  Europe  (Rom.  xv.  19).  His  voyage  to  Rome  was 
practically  a  mission-journey  to  Italy,  and  after  his  release 
he  probably  went  as  far  west  as  Spain.  He  thus  constantly 
sought  new  fields  (Rom.  xv.  20 ;  1  Cor.  iii.  10). 

2.  His  versatility. 

In  traversing  this  wide  territory  Paul  brought  the  gos- 
pel into  contact  with  nearly  every  existing  form  of  error. 
He  attacked  Judaism,  sorcery,  vulgar  idolatry,  infidel  phil- 
osophy and  actual  vice,  and  each  in  its  stronghold — Jerusa- 
lem, Ephesus,  Derbe,  Athens  and  Corinth.  He  preached 
before  all  classes  of  men — Jews  and  Gentiles,  learned  and  ig- 
norant, priests,  procurators  and  kings.  In  every  case  he 
adapted  his  speech  to  the  audience  and  the  occasion.  More- 
over, besides  founding,  he  kept  the  oversight  of,  churches, 
refuting  errors,  rebuking  sins,  supplying  new  wants,  encour- 
aging, developing,  instructing  his  converts.  He  was  in  his 
missionary  work  at  once  preacher,  overseer  and  author  (1 
Cor.  ix.  18-23). 

3.  Results  of  his  missionary  work. 

He  left  flourishing  churches  in  all   the  great  Asian  and 


112  WESTMINSTER  NORMAL   OUTLINES. 

European  centres  of  influence,  and  he  left  Christianity  in 
the  estimation  of  men  a  distinct  and  aggressive  faith.  Under 
God,  it  was  chiefly  through  Paul  that  it  assumed  its  place  as 
a  world-religion. 

II.  The  Work  of  Paul  as  a  Leader  of  the  Church. 

Together  with  its  outward  expansion,  the  Church's  devel- 
opment as  a  society,  from  within,  called  for  apostolic  atten- 
tion. There  were  various  elements  to  be  harmonized,  organ- 
izations to  be  perfected,  and  practical  questions  to  be  solved. 
As  a  leader  in  the  accomplishment  of  these  things,  Paul  ap- 
pears— 

1.  As  the  "apostle  of  the  uncircumcision"  (Gal.  ii.  7;  Rom. 
XV.  16;  2  Tim.  i.  11).  Not  only  was  his  distinctive  work 
among  the  Gentiles,  but  when  they  were  in  the  Church  he 
was  their  champion  and  spiritual  guide.  He  led  and  mould- 
ed the  Gentile  development  of  Christianity,  not  only  aggress- 
ively, but  also  defensively. 

2.  As  the  representative  of  Christian  liberty  (Gal.  v.  1 ; 
Rom.  xiv.  5 ;  1  Cor.  vii.  22,  etc.).  The  law  of  Christian 
liberty  followed  from  the  doctrine  of  salvation  by  faith.  It 
was  recognized  by  the  other  apostles  also  (see  Acts  xv.  10, 
1 1 ;  James  i.  25),  but  Paul  was  called  more  practically  to  ap- 
ply it.  In  an  age  when  many  still  taught  the  binding  obli- 
gation of  the  Jewish  law,  or  else  attem})ted  to  foist  (as  ne- 
cessary) other  forms  upon  the  Christian  conscience,  Paul  was 
the  champion  of  individual  liberty  in  Christ.  But  he  was 
also — 

3.  A  promoter  of  the  Idea  of  a  universal,  united  Church, 
There  was  no  rupture  between  him  and  the  other  apostles  or 
between  his  disciples  and  the  rest  of  the  Church.  (See  his 
conduct  in  Acts  xv.,  his  collections  for  the  poor  Judean 
Christians,  his  peaceful   adjustment  of  the  relations  between 


THE  WORK  AND   CHARACTER   OF  PAUL.  113 

Jews  and  Gentiles  in  his  churches,  his  labors  among  Jews 
as  well  as  Gentiles,  and  his  broad  conception  of  the  Church 
given  in  the  Epistle  to  the  Ephesians.) 

4.  As  a  director  of  church  government  (1  and  2  Tim.; 
Tit.).  Whether  he  gave  more  attention  than  other  apostles 
to  this  we  cannot  say ;  probably  not.  But  he  not  only  from 
the  beginning  of  his  missionary  labors  did  the  usual  work 
of  organizing,  but  in  his  later  years  gave  special  directions 
for  the  government  of  the  Church  in  the  future.  His  plan, 
however,  was  not  to  lay  down  a  detailed  system,  but  to  show 
the  principles  which  the  Church  should  follow  and  the  char- 
acter which  her  officers  should  have.  In  the  New  Testa- 
ment, as  compiled  for  us  by  the  Spirit,  Paul  is  the  chief  au- 
thority on  this  subject. 

III.  The  Work  of  Paul  as  a  Theologian. 

We  have  seen  that  Paul's  doctrinal  writings  were  occa- 
sioned by  the  distinctive  nature  of  his  mission  and  the  act- 
ual needs  of  his  first  readers.  We  have  seen  also  that  he 
was  fitted  both  by  his  education  and  his  spiritual  history  to 
be  the  exponent  of  those  doctrines  which  were  involved  in,  or 
the  statement  of  which  was  rendered  necessary  by,  the  Gen- 
tile development  of  Christianity.  Circumstances  also  caused 
him  to  make  a  full  exposition  of  doctrines  which  other  wri- 
ters treated  incidentally  or  briefly. 

1.  The  diversity  of  his  topics. 

The  subjects  discussed  by  Paul  embraced  nearly  all  the 
departments  of  theology.  The  nature  of  God,  his  rela- 
tion to  the  world,  his  decrees,  the  doctrine  of  providence, 
the  nature  of  sin,  man's  lost  condition,  the  way  of  sal- 
vation, the  person  of  the  Redeemer,  the  work  of  the  Holy 
Spirit,  the  future  of  the  Church  and  of  the  Avorld,  the  sec- 
ond advent  of  Christ,  the  resurrecttion,  the  judgment  and  its 
10*  H 


114  WESTMINSTER  NORMAL   OUTLINES. 

final  sentence,  are  exhibited  or  discussed  as  opportunity  de- 
manded. 

2.  The  development  of  his  system. 

We  have  observed  in  PauFs  life  a  progress  in  the  state- 
ment of  truth  corresponding  with  the  progress  of  events. 
The  earlier  writings  dealt  chiefly  with  the  way  of  salvation, 
and  the  latter  with  the  person  of  Christ  and  his  relation  to 
the  Church. 

The  pressing  question  at  first  was  that  of  the  rights  of 
Gentiles  in  Christ.  This  led  to  a  statement  of  the  natural 
state  of  man  as  one  of  sin  and  guilt;  the  purpose  of  the 
Mosaic  law  as  a  schoolmaster  to  bring  men  to  Christ;  the 
work  of  Christ  as  providing  righteousness;  salvation  through 
faith,  upon  condition  of  which  the  righteousness  of  Christ  is 
imputed  to  men ;  the  relation  of  the  believer  to  the  law  as 
one  of  freedom  so  far  as  the  law  is  viewed  as  a  means  of 
salvation,  but  as  also  one  of  obedience  in  Christ  and  for  his 
sake ;  the  nature  of  Christian  life  as  produced  by  Christ's 
Spirit  and  likened  unto  him.  These  doctrines  were  finally 
elaborated  in  Komans.  Early  in  the  same  period  also  the 
needs  of  the  Thessalonian  Church  called  out  a  partial  state- 
ment of  ''  the  last  things,''  and  contact  with  heathen  philos- 
ophy and  idolatry  led  to  a  statement  of  Christian  theism  and 
the  elements  of  natural  religion. 

Latterly,  however,  the  question  turned  on  the  method  of 
Christian  life  in  contrast  with  ascetic  practices  and  fanciful 
speculations.  This  led  to  a  fuller  exhibition  of  Christ's 
person  on  both  the  divine  and  human  sides  (Col.  i.  15-22; 
Phil.  ii.  6-11),  his  sufficiency  (Col.  ii.),  his  exaltation  and 
glory  (Eph.  i.  20-23;  Phil.  ii.  9-11),  his  relation  according 
to  the  counsels  of  God  to  the  Church  (Col.  i.  18 ;  Eph.  pas- 
sim), and,  in  consequence,  the  spiritual  nature  of  a  life  of 
faith  (Col.  iii;  Phil.  iii.  13-21  ;  Eph.  iii.  14-19). 


THE  WORK  AND  CHARACTER   OF  PAUL.  115 

Finally,  in  the  Epistle  to  the  Hebrews — which,  whether 
by  Paul  or  not,  completed  his  line  of  thought,  and  was  cer- 
tainly a  production  issuing  from  the  Pauline  circle — the  har- 
mony between  the  Mosaic  system  and  the  Pauline  statement 
of  the  gospel  was  shown ;  tlie  former  being  proved  by  its 
symbols  to  contain  the  latter,  and  the  latter  proved  to  be  the 
completion  of  the  former.  Paul  may  therefore  be  justly 
called  the  apostle  of  faith,  but  only  in  the  sense  that  he  most 
fully  unfolded  the  reason  for,  and  duty  of,  faith. 

3.  His  relation  to  other  apostolic  writers. 

To  appreciate  Paul's  theological  position  in  apostolic  his- 
tory we  must  compare  him  with  other  apostolic  writers  or 
schools  of  Christian  thought,  both  preceding,  contemporane- 
ous and  subsequent. 

(a)  From  the  brief  doctrinal  statements  which  remain 
from  the  early  Jerusalem  period  of  the  Church  (preserved 
in  Acts),  PauFs  position  is  distinguished  as  being  that  devel- 
opment of  the  truths  then  announced  which  was  involved  in 
the  differences  between  Christianity  and  Judaism. 

(6)  From  the  position  of  James,  Paul's  is  distinguished 
by  its  exhibiting  the  gospel  as  "the  end  of  the  law"  to  the 
believer  through  the  final  revelation  given  by  God  in  Christ, 
whereas  James  exhibits  the  gospel  in  its  fulfillment,  through 
Christ  and  Christians,  of  the  law.  Both  led  to  the  same 
result,  but  from  different  sides,  and  completed  each  other's 
view. 

(c)  From  the  position  of  Peter,  Paul's  is  distinguished  by 
its  laying  less  stress  on  the  gospel  as  the  fulfillment  of  proph- 
ecy, and  by  being  fuller  in  the  formal  and  methodical  state- 
ment of  truth.  Paul  and  Peter  in  their  epistles  approach 
very  closely  to  the  same  point  of  view,  though  still  from  dif- 
ferent sides. 

(d)  In  distinction  from  John,  Paul  proceeds  in  his  state- 


116  WESTMINSTER  NORMAL   OUTLINES. 

ments  of  truth  from  the  condition  of  man  and  his  relation 
to  the  moral  law,  rather  than  from  the  nature  of  God  and 
his  revelation  of  himself  in  his  Son.  Paul  lays  the  founda- 
tion of  Catholic  Christianity,  John  assumes  and  completes 
it.  Paul  deals  more  with  the  legal  methods  of  salvation ; 
John,  more  with  the  substance  of  truth  contained  in  "  God 
in  Christ,''  which  only  a  later  generation  than  Paul's  would 
naturally  call  for.  Paul,  with  James  and  Peter,  prepared 
for  John's  theological  position. 

These  distinctions,  however,  should  be  carefully  guarded. 
They  are  real.  The  three  earlier  schools,  or  at  least  two  of 
them,  appeared  even  at  the  time  to  be  quite  distinct  from 
each  other,  and  by  some  extremists  the  distinction  was  made 
a  difference.  But  their  substantial  harmony  was  complete, 
and  was  acknowledged  by  their  leading  men.  The  Spirit 
in  the  Church,  in  time,  united  their  various  modes  of  state- 
ment into  a  common  creed. 

4.  Value  of  Paul's  theological  system. 

Since  it  treated  of  the  way  of  salvation  most  fully,  and 
from  the  standpoint  of  man  as  man,  Paul's  theological  sys- 
tem has  been  of  prime  importance  in  the  history  of  the 
Church.  Hence  its  power  in  all  those  ages  in  which  Chris- 
tianity has  been  most  aggressive  and  progressive.  It  gives 
the  death-blow  to  ritualism  and  ecclesiasticism  by  preaching 
the  moral  responsibility  of  individual  men  and  salvation 
by  personal  faith.  This  is  its  mission,  and  herein  is  its 
value. 

IV.  Paul's  Character. 

The  result  of  our  studies  has  been  to  give  a  very  exalted 
estimate  of  the  apostle  himself.  There  have  been  few  men 
whose  lives  so  thoroughly  command  admiration.  We  have 
discovered  in   him  endowments  of  the  highest  and  most  va- 


THE  WORK  AND   CHARACTER    OF  PAUL.  117 

ried  kinds :  a  strong  and  acute  intellect  united  with  all  the 
tenderness  of  womanly  love  for  his  spiritual  children ;  stern 
convictions  blended  with  wide  sympathies,  kindliest  charity, 
and  readiness  to  yield  the  non-essentials  for  the  sake  of  joeace; 
distinct  theological  opinions,  with  a  clear  sense  also  of  the 
worth  of  the  opinions  of  his  fellow-Christians. 

We  have  seen  his  versatility  of  genius,  his  power  to  adapt 
the  gospel  to  the  needs  of  both  friend  and  foe,  his  courage 
under  the  most  trying  circumstances,  his  fertility  of  re- 
sources in  dealing  with  the  wants  and  errors  of  his  con- 
verts. We  have  studied  the  vast  work  which  he  accom- 
])lished  and  the  innumerable  difficulties  by  which  he  was 
beset,  and  we  have  found  scattered  through  the  narrative 
of  his  life  intimations  of  personal  fears  and  troubles  which 
bring  us  into  closer  sympathy  with  him  and  increase  our  ad- 
miration of  his  success. 

We  have  beheld  also  the  fullness  of  his  Christian  life,  his 
love  of  Christ,  his  devotion  to  the  interests  of  men,  his  rich 
spiritual  experiences  (2  Cor.  xii.  1,  etc.),  his  trust  in  divine 
grace  and  protection,  his  desire  for  the  presence  of  his  Lord, 
his  clear  perception  of  every  Christian  duty,  his  enthusiasm 
in  the  service  of  the  gospel.  It  is  impossible  to  present  in 
one  view  a  perfect  portrait  of  the  natural  character  and 
Christian  virtues  of  Paul.  Grace  united  with  his  original 
endowments  to  exhibit  in  his  life-work  and  in  his  personal 
character  her  noblest  illustration  of  aggressive  religious  zeal, 
coupled  with  specific  dogmatic  teaching,  and  tempered  by  a 
broad  grasp  upon  the  whole  truth,  with  charity  toward  all 
mankind. 


118  WESTMINSTER  NORMAL   OUTLINES. 


LESSON   XXIV. 

REVIEW  OF  PAUL'S  LIFE  AND  LETTERS. 

I.  How  TO  Prepake  the  Review. 

1.  Recall  and  recite  to  yourself  the  subjects  of  the  eleven 
lessons. 

2.  Rehearse  the  divisions  of  each  lesson. 

3.  Trace  on  the  map  the  scenes  of  Paul's  labors. 

4.  Trace   on  the   map  the  three  missionary  journeys  of 
Paul. 

5.  Recall   the  incidents   in  the  apostle's   labors  at  each 
place. 

6.  Trace  his  voyage  to  Rome,  giving  its  incidents. 

7.  Trace  the  probable  journeys  of  Paul  after  his  first  im- 
prisonment. 

8.  Give  the  name  and  date  of  each  of  Paul's  epistles. 

II.  Chart. 


g             SJS               Sg          S  JS             2 

.        .|.             Hp 

0 
IS 

IV. 

Third 

Missionary 

Journey. 

III. 

Second 

Missionary 

Journey. 

IL 

First 

Missionary 

Journey. 

50 
K 
•0 
> 
W   l-H 

>  • 

1 

1 

From  release  to 
.  His  death. 

From  arrival  in  Jeru- 
salem 

To  release  from  captiv- 
ity. 

From  third  departure, 
xviii.  23, 

To  arrival    in   Jerusa- 
lem, xxi.  17. 

From    second    depart- 
ure from  Antioch,  xv. 
40, 

To  second  return,  xviii. 
L      22. 

From  departure  from 
Antiocli,  Acts  xiii.  4, 

L  To  return,  xiv.  26. 

^  From  birth 
To  apostolic  work. 

Macedonia. 
Asia  Minor.     ) 
(^Ephesus.)        J 
Spain. 
Nicopolis. 
Rome. 

Jerusalem. 

Csesarea. 

Malta. 
Rome.     .    .    . 

Galatia. 

Ephesus. 

Corinth. 
Philippi. 

Cyprus. 

Antioch. 

Iconiuni. 

Lystra. 

Derbe. 

Troas. 

Philippi.           H 
Thessalonica.  5 
Berea.               o 
Athens.            p 
Corinth. 

Tarsus. 

Jerusalem. 

Damascus. 

Arabia. 

Jerusalem. 

Tarsus. 

Antioch. 

• 

Phil.  ii.  24  ;  1  Tim.  i.  3. 

ITim.  i.  3;  2  Tim.  iv.  20. 

Rom.  XV.  24-28. 

Tit.  iii.  12. 

Beheaded  under  Nero,  A.  D.  68. 

1 
1 

Paul's  defence,  Acts  xxii.  1-21 ;  xxiii. 
/Before  Felix,  xxiv. 
1  Before  Festus  and  Agrippa,  xxv.,  xxvi. 
Snipwrecked,  xxvii. 

a* 

i 

i 

x_ 
x' 

Gospel  for  Europe,  Acts.  xvi.  9,  10. 
Labors,  sufferings,      "        "    12-40. 
"      xvii.  1-9. 
"     10-14. 
Paul  on  Mars' Hill,   "         "     19-34. 
18  months'  toil,          "      xviii.  1-18. 

Sergius  Pauliis,  Acts  xiii.  12. 

First  extant  sermon,  Acts  xiii.  16,  etc. 

Success,  persecution,  Acts  xiv.  1-6. 

Stoned,  Acts  xiv.  19. 

Preaching,  Acts  xiv.  21. 

Birth,  Acts  xxii.  3. 

Education,  Acts  xxii.  3. 

Conversion,  Acts  ix.,  xxii.,  xxvi. 

Retirement,  Gal.  i.  17. 

Visit  to  apostles,  Acts  ix.  26-30. 

Waiting, 

Early  labors,  Acts  xi.  25,  26. 

t 

a 

F 

1st  Timothy,  a.  d.  67. 
Titus,  A.  D.  67. 

2d  Timothy,  a.  d.  68. 

ts;  ►-.  ^  ,— 1      1  — 

•2. 

1 

'  Philemon,    a.  d.  62. 

Colossians,  "  62. 
"      62. 

Ephesians,  "  62. 
L  Philippians,  "      62. 

alatians,  a.  d.  53. 
St  Corinthians,  A.D.  57. 
U)mans,                 "     58. 
d  Corinthians,     "      57. 

i 

§ 

1 

>■ 
p 

25 

CO 


119 


120  WESTMINSTER  NORMAL   OUTLINES. 

LESSON    XXV. 

JAMES  AND  HIS  EPISTLE. 

Student's  Personal  Research, 

1.  Sources  of  information. — (1)  Scripture:  Mark  iii.  18;  Matt.  x.  3; 
Luke  vi.  15 ;  Acts  i.  13,  14 ;  Matt.  xiii.  55 ;  Mark  vi.  3 ;  Matt.  xii.  46 ; 
Mark  iii.  31;  Luke  viii.  19;  Matt.  xiii.  56;  John  ii.  12;  vii.  5;  entire 
Epistle  of  James ;  Gal.  i.  19  ;  ii.  9 ;  Acts  xv.  13-22. 

(2)  Kitto's  Biblical  Cyclopceclia;  Westminster  Bible  Dictionary ;  Andrews's 
Life  of  our  Lord,  pp.  104-116 ;  Lange's  Commentary :  Introduction  to  the 
Epistle  of  James;  Alford's  Greek  Testament;  Introduction  to  the  Epistle  of 
Saint  James :  Princeton  Review,  Jan.,  1865 ;  Schmid's  Biblical  Theology  of 
the  New  Testament. 

2.  Questions,  answers  to  which  are  to  be  written  out : 

(1)  How  many  and  who  of  the  name  of  James  are  men- 
tioned among  Jesus'  disciples  ? 

(2)  State  the  question  concerning  the  brethren  of  our  Lord, 
and  the  arguments  urged  by  the  different  sides. 

(3)  Who  was  the  James  mentioned  in  Acts  xv.  13-22, 
Gal.  i.  19  and  Gal  ii.  9,  and  the  author  of  the  epistle? 

(4)  Give  a  brief  account  of  what  is  known  of  him  before 
and  after  the  Council  at  Jerusalem  (Acts  xv.). 

(5)  Give  date,  design  and  divisions  of  the  Epistle  of 
James. 

(6)  The  character,  doctrinal  position  and  mission  of 
James. 

I.  His  Person. 

The  question  who  was  the  James  mentioned  in  Gal.  i.  9  ; 
ii.  9;  Acts  xv.  13,  and  the  author  of  the  epistle  which  bears 
his  name,  is  pronounced  by  Neander  to  be  the  most  difficult 
in  the  apostolic  history,  and  one  which  is  not  yet  decided. 
(See  sources  of  information  above  (2).) 

Authorities  are  divided  between  the  view  that  he  is  the 


JAMES  AND  HIS  EPISTLE.  121 

same  man  as  James  the  son  of  Alphens,  called  in  Mark  xv. 
40  "  James  the  Less/^  and  the  view  that  he  is  a  third-named 
James,  known  as  "  the  brother  of  the  Lord."  Strong  argu- 
ments are  adduced  in  favor  of  each. 

The  reasons  given  for  the  opinion  that  he  was  a  different 
James  from  the  apostle  James,  the  son  of  Alpheus,  are — 

1.  After  all  the  long  controversy  it  seems  to  many  more 
natural  to  understand  the  terms  "  brethren  of  the  Lord," 
"  brother  of  the  Lord,"  and  "  his  sisters  "  in  their  obvious 
sense  as  meaning  literal  brothers  and  sisters  of  Jesus,  hav- 
ing the  same  mother,  Mary.  If  this  is  true,  James,  '^the 
brother  of  the  Lord,"  could  not  have  been  James,  tlie  son 
of  Alpheus. 

2.  "  James  the  son  of  Alpheus  "  was  an  apostle,  but  it  is 
stated  (John  vii.  5)  that  "  neither  did  his  brethren  believe 
on  him,"  therefore  he  could  not  have  belonged  to  those  called 
"his  brethren." 

3.  In  Acts  i.  13,  14  Luke  mentions  by  name  the  apostles, 
and  among  them  James  the  son  of  Alpheus,  and  adds,  "they 
all  continued  with  one  accord  in  prayer  and  supplication  with 
the  women  and  Mary,  the  mother  of  Jesus,  and  ivitli  his  breth- 
7'e7iJ^  He  thus  distinguishes  between  James  the  son  of  Al- 
pheus and  the  Lord's  brethren. 

4.  The  fact  that  after  the  martyrdom  of  James  the  Greater 
(son  of  Zebedee,  Acts  xii.  2)  we  read  of  only  one  James,  is 
explained  by  these  men  in  the  same  way  as  the  silence  con- 
cerning other  a]wstles  whose  names  never  occur  after  the  cat- 
alogue in  Acts  i.  13. 

5.  Neander  and  Winer  claim  that  Paul's  language  in  Gal. 
i.  19  does  not  necessarily  mean  that  James  the  brother  of 
the  Lord  was  an  apostle,  but  may  be  translated,  "But  other 
of  the  apostles  saw  I  none,  but  I  saw  James  the  Lord's 
brother." 


122  WESTMINSTER   NORMAL    OUTLINES. 

6.  The  fact  that  one  not  an  apostle  should  have  occupied 
so  commanding  a  position  as  Acts  xv.  13-23  gives  to  James 
is  thus  explained  by  those  advocating  this  view :  He  was  the 
brother  of  Jesus,  residing  in  Jerusalem,  and  of  such  reputa- 
tion even  among  the  Jews  that  he  was  called  '^  the  Just "  on 
account  of  his  eminent  virtue.  For  these  reasons  James 
the  brother  of  the  Lord,  though  not  an  apostle,  occupied  a 
place  in  the  circle  of  inspired  leaders  of  the  early  Church. 
In  this  way  he  became  virtually  an  apostle. 

In  favor  of  the  opinion  that  James,  the  author  of  the  epistle,  was  a  lit- 
eral brother  of  our  Lord,  and  therefore  not  James  the  son  of  Alpheus, 
among  recent  commentators  are  Neander,  Greswell,  Wieseler,  Alford,  Stier, 
SchafF,  Meyer,  Winer,  Ewald,  Lechler,  Owen.  Prof.  Berschlag,  in  the 
Studien  unci  Kritiken,  January,  1874,  ably  reviews  the  entire  subject,  and 
gives  it  as  his  opinion  that  the  epistle  was  written  by  James  the  brother 
of  our  Lord,  whom  he  distinguishes  from  both  of  the  apostles  of  that 
name. 

Among  tiiose  who  liold  the  opposite  opinion — that  .James,  the  author  of 
the  epistle,  was  James  the  son  of  Alpheus  and  cousin  to  the  Lord,  some- 
times called  "brother" — are  Lange,  J.  Addison  Alexander,  EUicott,  and 
Prof.  C.  W.  Hodge,  Lardner,  Pearson,  Eichorn,  Hug,  Guericke,  Gieseler, 
etc.,  etc. 

Whether  "  James  the  brother  of  our  Lord  '^  was  an  apos- 
tle or  not,  the  fact  remains  that  on  account  of  his  relationship 
to  our  Lord,  and  his  character,  wisdom  and  piety,  he  was  a 
man  of  apostolical  authority  (Gal.  i.  19  ;  ii.  9). 

II.  Hi8  Life,  Doctrinal  Position  and  Work. 
1.  His  life. 

Most  of  the  facts  known  of  the  life  of  James  the  brother 
of  our  Lord  have  already  been  adverted  to  in  the  discussion 
of  who  he  was. 

Hegesip|)us,  a  converted  Jew  of  the  second  century,  says 
that  James  the  brother  of  oiu'  Lord  undertook  the  govern- 


JAMES  AND   HIS  EPISTLE.  123 

ment  of  the  Clmrch  along  with  the  apostles.  He  describes 
him  as  leading  a  life  of  ascetic  strictness,  and  as  held  in  the 
higliest  venei-ation  by  the  Jews. 

In  the  apocryphal  Gospel  to  the  Hebrews,  James  is  said 
to  have  been  thrown  from  a  pinnacle  of  the  temple,  and 
then  assaulted  with  stones,  and  at  last  despatched  by  a  blow 
on  the  head  with  a  fuller's  pole. 

2.  The  doctrinal  position  of  James. 

If  Peter  is  the  apostle  of  Hope,  Paul  the  apostle  of  Faith, 
and  John  of  Love,  James  may  be  called  the  champion  of 
Good  Works.  His  central  truth  is  that  Christianity  is  a 
life  of  righteousness,  a  doing  of  the  word,  and  not  a  mere 
hearing  of  it  (James  i.  22).  According  to  James,  salvation 
is  a  new  life  coming  from  God  through  a  faith  that  always 
shows  its  reality  by  works,  and  this  life  is  begun  and  sus- 
tained by  the  Christian  word  of  truth  (James  i.  18).  The 
doctrinal  position  of  James  is  the  presentation  of  Christian- 
ity as  essentially  a  fulfillment  of  the  Old  Testament  in  its 
moral  and  ethical  elements,  as  that  of  Peter  was  the  presen- 
tation of  the  fact  that  Christ  was  the  Fulfiller  of  all  the  Old 
Testament  prophecies  in  his  person,  life,  death  and  resurrec- 
tion. 

If  James  was  indeed  a  literal  brother  of  the  Lord,  he  did  not  at  first  be- 
lieve on  him  (John  vii.  3-10),  and  the  words  of  Schniid  (see  his  Biblical 
Theology  of  the  New  Testament,  p.  362)  are  interesting,  if  they  are  not  pre- 
cisely justified  by  facts  :  "  They  [the  Lord's  brethren]  were  outwardly 
very  near  to  Jesus,  but  this  outward  nearness  became  a  mental  wall  of  par- 
tition between  them  and  the  brother  who  was  inwardly  so  specially  exalted 
above  them.  James,  used  from  his  childhood  to  a  faithful  and  strict  piety, 
followed  a  moral  and  religious  course  peculiar  to  himself.  ,  .  .  When,  with 
his  brethren,  by  means  of  Christ's  resurrection,  he  was  led  to  faith  in  him 
as  the  glorified  Messiah,  the  more  he  held  this  righteousness  as  the  essential 
matter.  Now  he  perhaps  experienced  that  in  this  faith  he  first  became 
free,  and  was,  as  it  were,  begotten  of  God,  but  that  it  was  no  rude  contrast 


124  WESTMINSTER  NORMAL   OUTLINES. 

to  his  previous  state,  in  which,  more  or  less  unconsciously,  he  had  derived 
somewhat  from  the  fullness  of  Jesus  Christ." 

3.  James's  work. 

As  we  have  seen,  James  occupied  a  position  among  the 
most  influential  of  the  leaders  of  the  Church  at  Jerusalem. 
Peter  cliarges  those  to  whom  he  went  after  his  deliverance 
from  prison,  "  Go  show  these  things  unto  James  and  the 
brethren.'^  At  the  Jerusalem  Council  (a.  d.  5)  James  is  the 
distinguished  speaker,  and  his  remarks  close  and  decide  the 
discussion  (Acts  xv.). 

His  was  the  work  of  mediating  between  the  liberty  of  the 
Gentile  Christians  and  the  legal  prejudices  of  the  Jewish 
Christians.  Tliis,  we  may  say,  was  his  life-work — to  keep 
the  door  of  Christianity  open  to  the  Jews.  Strict  in  moral- 
ity and  zealous  for  the  Old  Testament  law,  "  he  is  the  rep- 
resentative of  Jewish  nationality  and  custom  in  itt  Chris- 
tian transformation  and  transfiguration.  He  was  the  last 
and  most  engaging  expression  of  the  gospel  to  the  Jewish 
people."  By  his  whole  life  and  very  appearance  (Hegesip- 
pus  says,  "  he  was  a  Nazarite ;  he  drank  not  wine  or  strong 
drink,  nor  did  he  eat  animal  food  ;  a  razor  came  not  upon 
his  head,"  etc.)  he  was  fitted  to  impress  the  Jews.  He  thus 
could  live  in  Jerusalem,  not  only  as  one  of  the  leaders  of 
the  Christian  Church,  but  as  "  James  the  Just,"  highly  es- 
teemed among  the  Jews  themselves.  Thus  God  adapts  the 
individual  to  liis  mission. 

III.  The  Epistle  of  James. 

The  seven  letters,  one  of  James,  two  of  Peter,  three  of  John  and  one  of 
Jude,  are  called  Catholic  Epistles — 

A.  Because  they  are  circular  letters  sent  to  a  large  number  of  churches. 

B.  Some  say  they  are  called  Catholic,  or  general,  because  their  subjects 
are  general. 


JAMES  AND  HIS  EPISTLE.  125 

1.  Canonicity.  Causeless  doubts  of  its  right  to  be  re- 
ceived as  part  of  the  eanou  of  Scripture  arose  from  uncer- 
tainty as  to  its  author,  the  absence  of  any  material  for  use 
in  controversy,  and  misunderstanding  of  its  doctrinal  mean- 
ing. Luther  self-sufficiently  rejected  it  because  he  errone- 
ously supposed  it  to  teach  a  different  doctrine  of  justification 
from  that  taught  in  Romans  and  Galatians.  But  the  early 
fathers — Clement  of  Rome,  Hernias,  Irenaus,  Athanasius, 
Clement  of  Alexandria,  Origen,  Eusebius  and  Jerome — all 
(piote  from  it  as  from  an  inspired  epistle. 

2.  Date.     Probably  about  62  a.  d. 

3.  Persons  addressed.  To  the  twelve  tribes  which  are 
scattered  abroad,  "my  brethren;"  they  were  Jewish  Chris- 
tians of  whom  James  was  the  acknowledged  leader.  These 
were  being  persecuted  by  unbelieving  Jews  (i.  2-4;  v.  7-11). 
They  were  in  danger  of  losing  faith  and  falling  away  (i.  5, 
8;  V.  11,  12) ;  of  forgetting  God's  purpose;  they  were  op- 
pressed by  the  rich  (ii.  1-13 ;  v.  1-6). 

4.  Design.  The  object  of  the  epistle  is  practical.  It  was 
to  present  Christianity  as  the  perfect  law  of  liberty  (i.  25). 
Many  have  understood  the  Epistle  of  James  as  designed  to 
be  corrective  of,  and  supplemental  to,  the  Epistles  to  the  Ro- 
mans and  Galatians,  and  to  counteract  the  Antinomian  abuse 
of  Paul's  doctrine  of4»«tification  by  faith  alone.  It  is  cer- 
tainly the  chief  design  of  this  letter  to  hold  up  Christianity 
as  a  life,  rather  than  as  a  dead  orthodoxy,  and  to  show  that 
we  must  prove  to  ourselves  and  others  the  genuineness  of 
our  faith  by  good  works.  There  is  no  contradiction  between 
James  and  Paul.  James  was  not  an  undeveloped  Christian 
teaching  salvation  by  works.  He  knew  and  held  the  Paul- 
ine doctrine  of  salvation  by  faith.     His  purpose  was  to  meet 

11  * 


126  WESTMINSTER  NORMAL  OUTLINES. 

certain  tendencies  to  error,  to  warn  his  hearers  against  cer- 
tain temptations,  and  against  vices  common  among  the  Jews, 
and  against  a  dead  formalism.  He  holds  up  the  gospel  as 
a  new  and  higher  law,  and  urges  Christians  to  beware  of  a 
prevalent  fanaticism.  Its  strictly  moral  and  practical  design 
accounts  for  the  absence  of  doctrinal  development. 

The  following  passages  show  references  to  PauPs  writ- 
ings :  James  i.  3  to  Rom.  v.  3 ;  James  iv.  1  to  Rom.  vii. 
23 ;  James  ii.  23  to  Gal.  iii. ;  James  ii.  25  to  Heb.  xi.  31. 

The  key  to  the  agi^eement  of  James  and  Paul  is  found  in 
the  different  senses  in  which  they  use  the  three  terms  "  faith/' 
"■  work,"  "justification.''  The  faith  which  James  says  can- 
not alone  justify  us  (ii.  24)  is  a  mere  intellectual  assent  to 
truth,  which  even  devils  may  have  (ii.  19).  But  the  faith 
which  Paul  says  justifies  us  without  the  deeds  of  the  law 
(Rom.  iii.  28)  is  the  faith  which  from  its  very  nature  works 
by  love. 

5.  The  style  of  this  epistle  is  clear,  forcible  and  eloquent. 
The  language  is  excellent  Hellenistic  Greek.  In  this  it  is 
superior  to  that  of  any  other  book  in  the  New  Testament. 
It  harmonizes  with  the  character  of  James  the  Just  that  his 
style  and  language  are  elegant  and  pure. 


LESSON 

THE  EPISTLES  OF  JOHN  AND  JUDE. 

Student's  Personal  Research. 

1.  Sources  of  information. — (1)  The  Scriptures :  Matt.  iv.  21 ;  Mark  xv. 
40 ;  xvi.  1 ;  Matt,  xxvii.  55,  56 ;  Mark  i.  20 ;  Luke  v.  10;  John  i.  35-40  ; 
xviii.  15;  xix.  27;  xx.  6,  8;  xxi.  12;  Matt.  iv.  18-21 ;  x.  2,  4;  Luke  v. 
13-16 ;  viii.  51 ;  Mark  v.  37  ;  Matt.  xvii.  1. ;  xxvi.  37  ;  Acts  iii.  1-8 ;  iv. 
5-12,  14-21 ;  1st,  2cl  and  3d  John. 


THE  APOSTLE  JOHN.  127 

(2)  The  Life  and  Writings  of  St.  John,  by  Kev.  Dr.  McDonald  of  Prince- 
ton ;  the  articles  on  John  in  Kitto's  Biblical  Oyclopcedia,  by  Tholuck ;  in 
Smith's  and  in  Westminster  Bible  Dictionary ;  SchafF's  History  of  the  Apos- 
tolic Church,  pp.  395-430 ;  on  the  legends  concerning  John  see  Mrs.  Jame- 
son's Sacred  and  Legendary  Art,  i.,  157-172,  5th  ed. ;  also  Lange's  Commen- 
tary on  John,  pp.  1-15  of  the  introduction ;  Westminster  Normal  Outlines, 
Junior  Course,  pp.  61,  62. 

2.  Questions,  to  be  answered  in  the  student's  own  words  in  writing : 

(1)  Give  an  outline  of  John's  life  anterior  to  Pentecost. 

(2)  Give  an  outline  of  his  labors  after  Pentecost. 

(3)  Sketch  John's  character. 

(4)  Compare  John  with  Peter ;  with  Paul ;  with  James. 

(5)  What  are  the  evidences  of  canonicity,  the  date,  design, 
divisions  and  characteristics  of  the  three  epistles  of  John? 

(6)  Give  an  outline  of  Jude's  life  and  his  epistle. 

THE  APOSTLE  JOHN. 

Note. — We  have  already,  in  the  Junior  course  of  Westminster  Noi-mal 
Outlines,  pp.  61,  62,  considered  the  history  of  John.  We  shall  in  this  dis- 
cussion touch  only  upon  his  work  and  his  writings. 

I.  His  Work. 

1.  From  the  ascension  (a.  d.  30)  to  his  departure  for 
Ephesus  (about  65  A.  d.),  John  resided  at  Jerusalem, 
being  with  Peter  a  pillar  apostle.  He  had  the  charge 
of  the  mother  of  Jesus  until  her  death.  With  Peter  he 
w^orked  miracles  and  guided  the  early  Church.  When  Paul 
came  to  Jerusalem,  in  50  A.  d.,  he  was  welcomed  by  John 
into  "  the  glorious  company  of  the  apostles.'^  John  had  not 
yet  gone  to  Ephesus  when  Paul  was  there  in  58  A.  d.,  neither 
was  he  in  Jerusalem  in  58,  at  the  time  of  Paul's  visit  (Acts 
xxi.  18).  He  therefore  must  have  left  Jerusalem  upon  his 
apostolical  labors  in  a  wider  field. 

2.  About  the  year  a.  d.  65,  John  fixed  his  residence  at 
Ephesus,  and  remained  there  until  his  death,  about  101  a.  D. 


128  WESTMINSTER  NORMAL   OUTLINES. 

From  Ephesus  as  a  centre  John  supervised  the  churches 
of  Asia  Minor. 

Under  Domitian,  in  the  year  95,  John  was  banished  to 
Patmos,  a  desolate,  rocky  island  in  the  ^gean  Sea.  Yet  in 
banishment  he  was  not  cast  out  from  God.  To  John  on 
Patmos  God  sent  the  visions  written  in  the  Revelation  (Rev. 
i.  1-9).  Under  the  emperor  Nerva,  John  was  recalled  to 
Ephesus,  96-98.  McDonald  says  of  this  period  {Life  and 
Writings  of  St.  John,  p.  258),  "  We  have  now  arrived  at 
that  point  in  the  history  when  St.  John  was  the  only,  or  al- 
most the  sole,  survivor  of  the  apostles.  He  could  not  have 
been  far  from  sixty-five  years  of  age.  James  and  Peter  and 
Paul  were  no  more.  If  Peter  survived,  or  any  of  the  others, 
it  must  have  been  in  extreme  old  age  or  in  some  remote  quar- 
ter of  the  globe,  and  John  must  soon  have  been  left  entirely 
alone,  to  continue  some  score  and  a  half  of  years  longer  en- 
gaged in  settling  the  foundations  and  extending  the  borders 
of  the  Christian  Church." 

His  eye  was  not  dim  nor  his  natural  force  abated,  and  for 
at  least  the  period  of  another  human  generation  he  was  to  be 
the  acknowledged  leader  of  the  Christian  Church.  If  hith- 
erto he  had  seemed  to  be  less  prominent  than  Peter  and  Paul — 
''  if "  (as  has  been  said)  "  Peter  was  appointed  by  the  Lord 
to  lay  the  foundation  of  the  apostolic  Church  and  Paul  to 
build  the  main  structure,  then  John,  the  apostle  of  comple- 
tion, was  to  erect  the  dome  whose  top  should  lose  itself  in 
the  glory  of  heaven." 

The  well-known  story  of  his  old  age  is,  that  when  he  was 
too  old  to  preach  he  was  carried  by  the  young  men  to  the 
church,  where  he  was  accustomed  to  say,  simply,  "Little 
children,  love  one  another."  When  asked  why  he  repeated 
these  same  words,  he  replied,  "  Because  it  is  the  command 
of  the  Lord,  and   if  this  only  is  done,  enough  is  done." 


THE  APOSTLE  JOHN.  129 

"  Full  of  days  and  honors,  highly  privileged  and  richly 
endowed,  about  the  close  of  the  century  the  disciple  whom 
Jesus  loved  was  summoned  by  the  Master  to  resume  their 
loving  companionship." 

Note. — It  will  be  seen  that  we  reject  the  story  of  Tertullian  that,  in  tlie 
reign  of  Domitian,  John  was  forcibly  conveyed  to  Rome,  where  he  was 
thrown  into  a  cauldron  of  boiling  oil,  which  had  no  power  to  harm  him. 

II,  His  Writings. 

1.  The  First  Epistle  of  John. 

(1)  Author.  Polycarp,  a  disciple  of  John,  who  suffered 
martyrdom  A.  D.  168,  quotes  this  epistle.  Eusebius  refers 
to  it.  The  Muratorian  fragment  (supposed  to  have  been 
written  about  A.  d.  170)  contains  this  epistle.  The  Peschito 
version,  of  the  same  age  as  the  Muratorian  Canon,  also  con- 
tains it.  After  the  beginning  of  the  third  century  it  has 
witnesses  in  Irenseus,  Tertullian,  Clement  of  Alexandria, 
Origen  and  Cyprian.  The  external  evidence  is  confirmed 
by  an  examination  of  the  epistle,  which  in  its  thoughts, 
expressions  and  modes  of  diction  proves  itself  the  produc- 
tion of  the  same  writer  as  the  Fourth  Gospel. 

(2)  Date.  It  was  written  probably  about  a.  d.  90,  after 
the  Gospel,  and  at  Ephesus. 

(3)  Design.  It  is  stated  in  1  John  i.  4,  "  These  thin,iz;s 
write  we  unto  you,  that  your  joy  may  be  full.''  Y.  13: 
"  That  ye  may  know  that  you  have  eternal  life." 

(4)  Divisions.     Luther  gives  these  as  the  chief  points  : 

(1)  The  exordium  (i.  1-4). 

(2)  Warning  against  the  danger  of  moral  indifferentism 
(i.  5-ii.  11). 

I 


130  WESTMINSTER  NORMAL    OUTLINES 

(3)  Warning  against  the  love  of  the  world,  and  Anti- 
christ (ii.  12-28). 

(4)  A  righteous  life  in  brotherly  love  is  alone  consistent 
witli  the  nature  of  Christians  (ii.  29-iii.  22). 

(5)  Faith  in  Jesus  Christ,  the  Son  of  God,  is  the  divine- 
ly-authenticated foundation  of  the  Christian  life  (iii.  23-v. 
17). 

(6)  Conclusion  (v.  18-21). 

De  Pressense  [History  of  the  First  Three  Centuries,  p. 
234)  says :  ^'  Thus  John,  like  Paul,  at  the  very  close  of  the 
apostolic  age,  plants  with  a  firm  hand  the  cross  before  the 
Church,  as  the  lighthouse  destined  to  shed  its  friendly  light 
through  all  the  storms  through  which  she  has  to  pass.  The 
foolishness  of  the  Crucified  shall  always  be  her  wisdom,  and 
all  the  efforts  of  false  doctrine  shall  split  on  it.'' 

2.  The  Second  and  Third  Epistles. 

(For  author  and  date  see  outline  on  the  First  Epistle.) 

The  Design. 

(1)  Of  the  Second  Epistle.  To  express  to  a  Christian  lady 
John's  joy  that  her  children  wal,ked  in  the  truth,  thus  giv- 
ing her  his  sympathy  and  encouragement,  and  to  warn  her 
against  false  teachers. 

(2)  Of  the  Third  Epistle.  To  warn  Gains  against  the  am- 
bitious and  domineering  spirit  of  Diotrephes,  who  had  slan- 
dered the  author,  to  give  notice  of  his  coming  speedily  to  re- 
move such  disorders,  and  to  encourage  Gains  to  fearless  care 
of  the  brethren. 

III.    JUDE    AND    HIS    EPISTLE. 

1.  Jude,  the  Writer. 

The  writer  speaks  of  himself  as  ^^  the  servant  of  Jesus 


THE  APOSTLE  JOHN.  131 

Christ  and  brother  of  James."  It  seems  that  this  latter 
person  was  James  the  Just,  "  the  brother  of  the  Lord."  (See 
lesson  on  James.)  Jude  was  therefore,  in  our  opinion,  a  real 
brother  of  Jesus,  and  the  fact  that  he  calls  himself  "the  ser- 
vant," and  not  "  the  brother,"  of  Jesus  Christ  is  explained 
by  the  other  fact  that  spiritual  relationship  was  superior  to 
that  of  the  flesh,  and  by  the  modesty  of  the  writer.  His 
designation  of  himself  as  the  brother  of  James  was  on  ac- 
count of  James'  well-known  person  and  position.  Alford 
{Greek  Test.,  iv.  2;  Prolegomena,  190)  says  that  had  such  a 
designation  as  "  brother  of  the  Lord  "  been  found  in  an  ad- 
dress to  an  epistle,  it  would  have  formed  a  strong  a  priori 
objection  to  its  authenticity,  because  it  Avould  have  been  for- 
eign to  the  spirit  and  custom  of  the  apostolic  writers.  Jude 
is  mentioned  in  Matt.  xiii.  55. 

2.  Date  of  the  Epistle. 

(1)  The  date  and  place  of  its  composition  are  unknown, 
but  from  the  fact  that  the  writer  refers  to  the  '^  words  which 
were  spoken  before  of  the  apostles  of  our  Lord  Jesus  Christ" 
as  something  already  or^/early  completed,  it  is  supposed  that 
Jude  wrote  after  theT^i^&roF  the  apostles  had  finished  their 
labors.  From  the  fact  that,  mentioning  other  fearful  judg- 
ments of  God  (vs.  5,  6,  7),  he  does  not  refer  to  the  destruc- 
tion of  Jerusalem,  it  is  inferred  that  Jude  wrote  before  that 
event. 

3.  Its  Contents. 

(1)  It  begins  with  an  exhortation  to  "  earnestly  contend 
for  the  faith  "  (vs.  1-3). 

(2)  It  then  warns  against  certain  men  who  had  crept  in 
unaware,  who  were  both  practically  and  doctrinally  corrupt 
(v.  4). 


132  WESTMINSTER  NORMAL   OUTLINES. 

(3)  It  adduces  examples  of  God's  fearful  judgments  against 
such  men  (vs.  5-7). 

(4)  It  contrasts  the  irreverence  and  impudence  of  these 
dreamers  with  the  humility  of  Michael  (vs.  8-10). 

(5)  It  fiercely  denounces  them  (11-13). 

(6)  It  quotes  the  apocryphal  book  of  Enoch  (consult  Kitto's 
Cyclopoediay  vol.  i.,  p.  791),  predicting  the  final  judgment  (vs. 
14-16). 

(7)  It  exhorts  to  faithful  remembrance  of  the  teachings  of 
the  apostles,  and  to  more  earnest  efforts  and  prayers  for  per- 
sonal holiness  and  the  salvation  of  others  from  the  snares  of 
false  teachers  (vs.  12-23). 

(8)  It  closes  with  a  beautiful  doxology  to  Christ  (vs.  24, 
25). 

The  likeness  of  this  epistle  to  the  Second  Epistle  of  Peter 
is  noticed  by  every  reader. 


/V- 

LESSON  xsSnj. 

student's  Personal  Research. 

For  sources  of  information  see  preceding  Lesson.     Read  carefully  all 
the  references  to  the  Scriptures. 

Write  out  answers  to  these  questions : 

(1)  Give  your  opinion  as  to  the  author,  date,  design  and 
characteristics  of  the  book  of  Revelation. 

(2)  What  were  some  prominent  characteristics  of  the  apas- 
tle  John  ? 

(3)  Compare  him  with  Peter,  Paul  and  James. 

(4)  What  was  the  distinguishing  doctrine  of  John? 


THE  APOSTLE  JOHN.  133 

(5)  Compare  this  with  the  doctrines  of  Peter,  Paul  and 
James. 

THE  REVELATION,  CHARACTER  AND  DOCTRINE  OF 
JOHN. 
I.  The  Book  of  Revelation. 

1.  Its  author. 

It  has  been  questioned,  on  internal  evidence,  whether  this 
book  was  written  by  the  apostle  John.  Some  critics  affirm 
that  its  style  is  so  different  from  that  of  the  Gospel  according 
to  John  that  it  could  not  have  proceeded  from  the  same  pen. 
But— 

(1)  Besides  his  calm,  profound  insight  into  truth,  and  a 
beautiful  style  and  habitual  peace  in  Christ,  John  had  a  na- 
ture of  intense  emotion,  capable  of  flaming  out  into  fiery 
indignation  against  wrong.  (See  Luke  ix.  54;  1  John  iv. 
20;  2  John  10.) 

(2)  The  subject-matter  of  the  Bevelation  was  given  to 
John  in  a  vision  and  while  in  the  Spirit,  and  this  will  ac- 
count for  a  difference  in  style. 

(3)  The  circumstances  of  his  exile  on  Patmos  may  have 
modified  his  style. 

(4)  The  almost  uniform  testimony  of  the  early  Fathers 
points  to  the  apostle  John  as  the  author  of  Revelation  and 
to  the  canonicity  of  the  book. 

2.  The  date  of  the  giving  of  the  Revelation  has  been  great- 
ly controverted,  one  party  holding  to  68  A.  D.,  or  just  before 
the  destruction  of  Jerusalem — the  other  to  96  A.  D.  Among 
those  who  hold  to  the  earlier  date  are  some  German  and 
English  scholars,  with  Moses  Stuart,  Macdonald,  Cowles 
and  Fisher.  For  the  later  date  we  have  the  testimony  of 
Irenseus,  who  says,  "  It  ^'  (^.  e.  the  Revelation)  "  was  seen  no 
very  long  time  ago,  but  almost  in   our  own  generation,  at 

J2 


131  WESTMINSTER  NORMAL   OUTLINES. 

the  close  of  Domitian's  reign."  Irenseus  was  taught  by 
Polycarp,  a  disciple  of  John.  This  view  is  held  by  Trench, 
Alford,  Vaughan,  Schaff,  Fraser,  Barnes,  etc.,  etc. 

3.  Design. 

Macdonald  {Life  and  Writings  of  St.  John,  p.  172)  says:  "The  great  de- 
sign of  this  book  was  to  support  the  faith  of  God's  persecuted  people.  As 
if  the  writer  of  it  had  said,  '  Fear  not ;  the  persecuting  powers  under  which 
you  now  suffer,  the  Jewish  and  the  pagan,  will  soon  be  destroyed.  Hold  fa.st 
that  precious  faith  which  thou  hast  received,  that  no  man  take  thy  crown. 
Behold,  I  come  quickly.  And  although  other  enemies  may  arise  in  future 
times,  let  the  Christians  of  those  times  find  consolation  in  this,  that  all  foes 
are  destined  to  the  same  overthrow,  and  that  Christ  shall  reign  in  glory  for 
evermore.' " 

Daubuz  says :  "  The  prophecy  of  the  Eevelation  was  designed  that  when 
men  should  suffer  for  the  name  of  Christ  they  might  here  find  some  conso- 
lation both  for  themselves  and  the  Church  ;  for  themselves,  by  the  prospect 
and  certainty  of  a  reward ;  for  the  Church,  by  the  testimony  that  Christ 
never  forsakes  it,  but  will  conquer  at  last." 

Dr,  Adam  Clark  says :  "  The  book  of  the  Apocalypse  may  be  considered 
as  a  Prophet,  continued  in  the  Church  of  God,  uttering  predictions  rela- 
tive to  all  times,  which  have  their  successive  fulfillment  as  ages  roll  on ; 
and  thus  it  stands  in  the  Christian  Church  in  the  place  of  the  succession 
of  prophets  in  the  Jewish  Church,  and  by  this  special  economy  prophecy 
is  still  continued,  is  always  speaking,  and  yet  a  succession  of  prophets  ren- 
dered unnecessary." 

The  one  grand  theme  of  the  whole  book  is.  The  Lord  is 
Coming.  Everything  in  it  rushes  toward  this  as  the  con- 
summation for  which  "  the  whole  creation  groaneth  and 
travaileth  in  pain."  Seals  are  broken,  trumpets  sound,  vials 
are  poured  out,  angels  swiftly  fly,  lightnings  and  thunder- 
ings  proceed  out  of  the  throne,  the  Conqueror  appears  on 
his  snow-white  horse  with  his  glittering  two-edged  sword. 
The  meaning  of  all  is.  The  Lord  is  Coming.  "Amen.  Even 
so  come,  Lord  Jesus,"  is  the  response  of  the  entire  Church. 

4.  Division  of  its  contents. 

With  diffidence  we  oifer  the  following  scheme  of  division: 


THE  APOSTLE  JOHN.  135 

I.  The  Introduction  (chaps,  i.-iii.). 

1.  The  title  and  address  (i.  1-8). 

2.  The  description  of  the  glorified  Jesus  (i.  9-20). 

3.  The  seven  epistles  to  the  seven  churches  of  Asia  (ii.  1 
-iii.  22). 

II.  The  Visions  (chaps,  iv.-xxii.  5). 

1.  The  beginning  of  the  judgment  (chaps,  iv.-ix). 

(1)  The  book  with  its  seven  seals,  which  only  the  Lamb 
could  open  (iv.,  v.). 

(2)  The  seven  seals  are  opened  (vi.  1-viii.  5). 

(3)  Six  trumpets  sound  the  approach  of  the  judgment 
(viii.  6-ix.  21). 

2.  The  judgment  (x.-xxii.  5). 

(1)  Two  episodes :  One  of  a  mighty  angel  with  a  book  in 
his  hand  (chap,  x.) ;  the  other  of  the  warning  of  Jerusalem 
before  the  seventh  trumpet  (chap.  xi.). 

(2)  The  enemy  of  the  Church  (xii.,  xiii.). 

(3)  The  seven  vials  poured  forth,  or  the  judgment  itself 
(xiv.-xvi.). 

(4)  The  fall  of  Babylon  (xvii.-xix.). 

(5)  The  consummation  of  the  judgment  (xx.). 

(6)  The  New  Jerusalem  (xxi.-xxii.  5). 

III.  The  Conclusion  (xxii.  6-21). 

II.  Character  of  John. 

1.  Possessed  a  profound  insight  into  truth.  Paul  excelled 
in  logic  and  argument,  John  in  faultless  intuition.  John 
was  a  seer,  while  Paul  was  a  thinker. 

2.  John  was  of  a  retiring  and  contemplative  nature.  While 
Paul  is  the  highest  representative  of  the  active  Christian, 


136  WESTMINSTER  NORMAL   OUTLINES. 

"  going  about  doing  good/'  John,  like  Mary  of  Bethany,  is 
a  representative  of  the  meditative  and  devotional  Christian. 
John  seemed  to  live  more  among  the  unseen  realities  than 
among  secular,  or  even  spiritual,  activities. 

3.  John  was  "the  disciple  whom  Jesus  loved."     He  had 

an  affectionate  nature,  which  was  akin  to  the  self-forgetting 
devotion,  the  self-surrender  and  constant  love  of  a  woman. 
Like  Mary,  John  sat  at  Jesus'  feet  and  heard  his  word.  He 
was  the  apostle  of  Love,  as  Paul  was  the  apostle  of  Faith 
and  Peter  of  Hope. 

As  Abraham  was  called  the  Friend  of  God  (as  the  Arabs 
say,  "el  Khulil "),  so  John  may  be  called  the  most  intimate 
friend  of  Jesus,  the  chosen  one  of  the  chosen  three.  He  re- 
turned Jesus'  love  with  all  his  heart  and  soul  and  mind  and 
strength.  But  it  must  ever  be  noticed  that  John  had,  with 
this  feminine  tenderness  of  heart,  a  mavsculine  strength  of 
mind  and  energy  of  character. 

4.  Yet  was  John  a  "son  of  thunder."  His  intense  lov- 
ingness  had  its  counterpart  characteristic.  Against  error, 
wrong  or  hypocrisy  John  flashed  out  in  fiery  indignation. 
His  love  for  Jesus  made  him  intolerant  of  concession  to  the 
foes  of  Jesus.  No  one  was  sweeter  in  spirit  to  all  sincere 
disciples — no  one  more  decided  against  a  Diotrephes  or  a 
Cerinthus.  (See  Luke  ix.  49,  50,  53,  54;  1  John  ii.  22;  2 
John  10 ;  3  John  9,  10.)  The  whole  book  of  Revelation  is 
the  inspired  voice  of  the  "son  of  thunder"  predicting  wrath 
against  Christ's  enemies.  John  could  say  with  Jesus,  "  The 
zeal  of  thine  house  hath  eaten  me  up." 

5.  John,  even  in  the  "glorious  company  of. the  apostles," 
was  pre-eminent  for  personal  holiness.  He  was  the  most 
steadfast  at  the  crucifixion,  and  the  first  of  the  apostles  at 


THE  APOSTLE  JOHN.  137 

Jesus'  sepulchre.  Adam  St.  Victor  (one  of  the  most  emi- 
nent poets  of  the  Latin  Church)  wrote  a  hymn  on  the  evan- 
gelist John,  one  stanza  of  which  Dr.  SchafP  says  is  "  one  of 
the  finest  and  most  musical  ever  written  in  Latin  or  any 
other  language:'' 

"  Volat  Avis  sine  meta, 
Quo  nee  vates,  nee  propheta, 

Evolabat  altius. 
Tarn  implenda,  quam  empleta, 
Nunquam  videt  tol  secreta, 
Purus  homo  purius." 

"  Bird  of  God  !  with  boundless  flight 
Soaring  far  beyond  the  height 

Of  the  bard  or  prophet  old, 
Truth  fulfilled  and  truth  to  be- 
Never  purer  mystery 

Did  a  purer  tongue  unfold." 

6.  John's  humility  and  modesty  are  pemarkabie.  Every 
one  has  noticed  that  he  avoids  mentioning  his  own  name  in 
his  Gospel.  In  the  second  and  the  third  epistle  he  speaks 
of  himself  as  "the  elder,"  in  Revelation  he  is  our  "brother" 
and  "  companion  in  tribulation." 

12* 


J/ 


CO 


>- 

OQ 

1- 

X 

O 

3 

. 

< 

M 

K 

M 

1— 1 

C/) 

> 

UJ 

2 

X 

cr 

M 

^ 

o 

O 

1 

c/j 

< 

cc 

Q_ 

W    o 


DC 
Dl 


CD 

o 

X 
CO 

LU 

—I 
QQ 
< 


138 


P^RT    II. 

BIBLE-TEACHING. 


PA^RT    II. 

BIBLE-TEACHING. 


LESSON   I. 

THE   HOLY  SPIRIT. 

Christ's  parting  command  to  his  disciples  was :  "  Wait 
for  the  promise  of  the  Father  f  "  Tarry  ye  in  the  city  of 
Jerusalem  until  ye  be  endued  with  power  from  on  high/' 
So  the  teacher  must  wait  for  the  manifestation  of  God's 
Spirit  in  special  enduement  of  power.  He  must  tarry  at 
the  mercy-seat  until  he  realizes  his  absolute  dependence  on 
the  Spirit — until  this  abiding  realization  shows  itself  in  joy- 
ous surrender  to  Christ  in  trust,  prayer,  meditation  and  obe- 
dience— until  the  teacher  is 

"  Only  an  instrument  ready 
His  praises  to  sound  at  his  will." 

I.  Need  of  the  Divine  Helper. 

1.  Realize  that  the  third  Person  of  the  Trinity  alone  applies 
the  redemption  of  Christ  to  souls. 

(1).  This  Spirit  is  a  person. 

A.  The  personal  pronouns  are  applied  to  him  (John  xiv. 
15,17,2(1;  XV.  7-14). 

ui 


142  WESTMINSTER  NORMAL   OUTLINES. 

B.  Can  be  grieved  (Eph.  iv.  30). 

C.  Must  not  be  blasphemed  (Matt.  xii.  31 ;  Mark  iii.  29 ; 
Luke  xii.  10);  is  equal  with  God,  one  with  him  (Matt,  xxviii. 
19;  2  Cor.  xiii.  14). 

(2)  He  alone  applies  the  salvation  of  Christ. 

A.  Convicts  of  sin  (John  xvi.  8). 

B.  Regenerates  (John  iii.  5,  6 ;  1  John  v.  4 ;  Tit.  iii.  5) ; 
quickens  (John  vi.  63;  Rom.  viii.  11). 

C.  Leads  to  Christ  (John  xvi.  7-14 ;  1  Cor.  ii.  through- 
out ;  John  XV.  26 ;  1  John  iv.  2). 

D.  He  is  the  author  of  all  grace  in  believers — e.g.  love 
(Rom.  V.  5);  liberty  (2  Cor.  iii.  17);  mortifying  sin  (Rom. 
viii.  13);  joy  (Rom.  xiv.  17;  Gal.  v.  22;  1  Thess.  i.  6); 
hope  (Rom.  xv.  15).  Is  an  earnest  of  peace  (1  Cor.  i.  22; 
v.  22,  etc.). 

2.  Without  the  presence  and  help  of  God's  Spirit  the  teach- 
er can  neither  understand  truth  himself,  nor  realize  it  In  his 
own  experience,  nor  teach  it  unto  others  (1  Cor.  ii.  through- 
out; 1  Thess.  i.  5;  1  Pet.  i.  12;  John  xv.  26;  1  John  iv. 
2;  Isa.  xi.  2;  xl.  13,  14). 

II.  God  is  eeady  to  give  the  Holy  Spirit  in  gra- 
cious Baptism  to  the  Teacher. 

1.  Through  Christ  (John  xiv.  16,  26;  xv.  26;  xvi.  7). 

2.  In  answer  to  prayer  (Eph.  i.  16,  17;  Acts  iv.  31). 

III.  The  Baptism  of  the  Holy  Ghost  is  to  be  sought 
BY  THE  Teacher  as  the  indispensable  and  all-suf- 
ficient Preparation  for  Work. 

1.  This  baptism  is  promised  (Luke  iii.  16;  Acts  i.  4,  5,  8). 

2.  Given  at  Pentecost  (Acts  ii.  1-4;  iv.  31). 

3.  Is  all-sufficient  (1  Cor.  xii.  8-10;  1  John  ii.  20;  Phil, 
iv.  13). 


THE  CALL  OF  GOD  TO  TEACH.  143 

4.  This  baptism  of  the  Spirit  will  not  lead  to  neglect  of 
means — e.g.  prayer,  study  of  the  word,  effort  (Phil.  ii.  12, 
13;  Acts  i.  8). 

5.  Experimentally  realize  that  the  requisites  for  obtaining 
this  baptism  are — 

(1)  Appreciation  of  it  as  the  greatest  blessing  (Acts  i.  14). 

(2)  Concentrated  desire  for  it  (Jer.  xxix.  13). 

(3)  Putting  away  of  sin  (Ps.  Ixvi.  18). 

(4)  Persevering  prayer  (Luke  xi.  11  ;  Acts  i.  14;  iv.  31 ; 
Jude  20). 

(5)  Searching  the  Scriptures  (John  v.  39). 

Note. — Conduct  this  exercise  as  a  Bible  Conference^  introduced  by  a  brief, 
earnest  prayer,  and  closed  by  several  brief  prayers.  Study  carefully  each 
Bible  reference. 


LESSON  II. 

THE  CALL  OF  GOD  TO  TEACH. 

I.  Is  THERE  A  Divine  Vocation  to  the  office  of  Sab- 
bath-school Teacher  ? 

1.  All  Christians  are  not  called  to  teach  in  the  Sabbath- 
school. 

(1)  Every  Christian  is,  in  a  sense,  to  be  a  teacher  of  oth- 
ers. "  Let  him  that  heareth  say.  Come."  The  teaching  of 
all  nations  is  not  left  to  a  part,  but  to  all  of  the  Church. 
Whatever  any  believer  knows  of  Christ  or  his  word  he  is 
bound  to  minister  to  others  acording  to  his  ability  (Num. 
xi.  29 ;  Matt.  xxv.  14-30). 

(2)  But  every  Christian  is  not  to  hold  the  office  of  Sab- 
bath-school teacher. 


144  WESTMINSTER  NORMAL   OUTLINES. 

A.  If  all  were  teachers,  where  were  the  scholars  ?  (1  Cor. 
xii.  17).  All  are  to  be  m  the  Sabbath-school,  but  most  are 
to  be  there  as  learners. 

B.  All  are  not  qualified  to  teach. 

C.  There  is  no  need  that  all  should  engage  in  one  form 
of  Christian  labor  (1  Cor.  xii.  29). 

2.  The  selection  of  teachers  is,  primarily,  with  God.  He 
alone  knows  the  heart ;  he  alone  qualifies  for  the  work. 

3.  Every  Christian's  life-work  is  the  allotment  of  God.  Mark 
xiii.  34:  "To  every  man  his  work.''  Recall  the  vocation  of 
prophets,  apostles,  ministers,  etc.  As  in  these  great  instances, 
so  in  all — he  that  does  the  work  of  God  must  be  called  of  God 
to  that  work.  To  teach  in  the  Sabbath -school  the  Christian 
must  have  a  call  from  God,  as  certainly  as  he  who  would 
preach  in  the  pulpit  (Eph.  iv.  11). 

II.  What  are  the  True  Signs  of  a  Call  of  God  to 
Teach  ? 

1.  The  possession  of  love  for  Christ.  We  discard  the  idea 
that  any  one  not  effectually  called  to  be  a  Christian  is  called 
of  God  to  be  a  Christian  teacher.  No  one  who  cannot  reply 
to  the  words  of  Christ,  "  Lovest  thou  me  ?"  as  Peter  did, 
"  Lord,  thou  knowest  all  things — thou  knowest  that  I  love 
thee,"  can  be  commissioned,  "Feed  my  sheep,"  "feed  my 
lambs."  We  must  be  able  to  say,  "I  believed,  therefore 
have  I  spoken "  (Ps.  cxvi.  10 ;  Luke  xxii.  32 ;  2  Cor.  iv. 
13). 

2.  The  possession  of  the  necessary  aptitudes.  These  may 
be  divided  into  talents  and  acquirements.  W^hat  these  should 
include,  or  in  what  degree  every  teacher  must  have  talents 
and  acquirements,  we  cannot  definitely  determine.  Every 
one  entering  this  office  must  have  some  aptness  to  teach, 
some  common  sense,  some  experience,  gentle  manners  and 


THE  TEACHER'S  PERSONAL    CHARACTER.         145 

loving  affections,  and  sympathy  for  souls.  There  is  room  in 
Sabbath-sehool  work  for  almost  every  grade  of  talent  and 
knowledge.  Those  with  very  meagre  ability  can  find  a  work 
adapted  to  them,  and  there  will  be  use  for  the  highest  powei*s 
and  profoundest  learning. 

3.  Recognition  by  the  pastor  and  the  church  authorities, 
superintendent  and  experienced  Christians,  of  the  fact  that 
the  person  possesses  these  signs. 

4.  Ppovidential  leading  to  a  special  school  and  class,  either 
already  formed  or  that  may  be  gathered. 

5.  Actual  success  in  winning  souls. 

Normal  Drill. 

1.  What  is  tlie  meaning  of  a  "call  of  God  to  teach  "  ? 

2.  What  reasons  are  there  for  saying  all  Christians  are  not  called  to 
teach  in  the  Sabbath-school? 

3.  Who  primarily  selects  and  calls  Sabbath-school  teachers  ? 

4.  What  argument  for  a  divine  vocation  for  the  teacher  is  drawn  from 
Mark  xiii.  34,  and  the  call  of  apostles  and  prophets  ? 

5.  What  is  the  first  requisite  of  a  call  of  God  to  teach  ? 

6.  Why  is  aptitude  for  teaching  indispensable  to  a  true  call  ? 

7.  Give  three  other  signs  of  a  true  call. 


LESSON    III. 

THE   TEACHER'S    PERSONAL   CHARACTER. 

Note  1. — By  personal  character  I  mean  the  sum-total  of  what  the  man 
IS — the  aggregate  of  his  beliefs,  his  morals,  his  manners.  The  character 
means  "the  manner  of  spirit"  he  is  of.  It  is  made  up  of  the  thoughts  he 
has,  the  disposition  and  affections  he  harbors,  the  words  he  speaks,  the 
deeds  he  does.  It  embraces  all  the  man  is  at  heart  and  in  his  life,  secret, 
social  and  public. 

Note  2. — In  what  I  say  concerning  the  force  of  character  I  do  not  un- 
derrate the  importance  of  intellectual  and  educational  preparation. 
U  K 


146  WESTMINSTER  NORMAL    OUTLINES. 

I.  Influence  of  the  Teacher's  Personal  Character. 

1.  Mark  its  unconscious  influence.  There  ever  radiates 
from  a  genuinely  holy  soul  a  light  as  from  God.  A  pure 
life  shines  as  Stephen's  face  did  when  "  all  that  sat  in  the 
council  looking  steadfastly  on  him,  saw  his  face,  as  it  had 
been  the  face  of  an  angel."  Such  a  person,  without  know- 
ing it,  is  constantly  teaching  in  a  way  that  is  irresistible.  He 
is  a  "  living  epistle  known  and  read  of  all  men." 

2.  Such  a  character  wins  confidence  in  the  person,  and  this 
gives  force  to  his  words.  Dr.  Calderwood,  writing  of  sec- 
ular teaching,  says :  "  If  all  this  be  admitted,  it  must  be 
clear  that  weight  of  moral  character  is  essential  for  high 
success  in  teaching.  The  teacher  can  exercise  an  influence 
over  the  scholars  only  according  to  what  he  is  in  himself; 
he  cannot  lift  them  higher  than  he  is  himself,  or  induce 
them  to  attempt  to  reach  an  eminence  which  he  is  not  him- 
self striving  to  attain.  Far  above  any  other  consideration 
as  a  pledge  of  success  in  professional  work  is  a  possession  of 
high  moral  character."  A  good  character  acts  on  our  teach- 
ing as  the  reflector  acts  on  the  flame  in  the  headlight  of  a 
locomotive;  it  intensifies  and  increases  its  power.  A  bad 
character  drives  the  soul  from  God  at  the  very  moment  when 
in  words  its  possessor  may  be  pointing  to  Christ. 

3.  The  most  powerful  evidence  of  Christianity  is  the  holy 
life  of  a  really  Christian  soul.  The  character  of  Jesus  is  the 
best  argument  for  his  divinity. 

4.  The  history  of  the  Church  shows  not  one  man  who  ac- 
complished great  results  in  teaching  the  Bible  who  was  not 
eminently  holy. 

II.  Elements  of  Christian  Character. 

1.  The  total,  loving,  irreversible  self-surrender  of  the  entire 


THE  TEACHER'S  PERSONAL  CHARACTER.         147 

person  to  Christ  (Rom.  xii.  1 ;  Matt.  x.  37,  38  ;  Luke  ix.  57 
-62;  2  Cor.  v.  14-21). 

2.  Consistency  of  life  every  day  and  in  every  place — in 
little  as  well  as  great  things  (Matt.  vii.  15-27 ;  1  Tim.  iii. 
1-7  ;  James  ii.  14-26). 

Rom.  ii.  1-29:  "Thou  therefore  that  teachest  another, 
teachest  thou  not  thyself?"  This  consistency  is  the  effect 
of  the  indwelling  of  the  Holy  Ghost,  of  whom  we  studied 
in  a  former  lesson. 

3.  Earnestness  in  saving  souls,  arising  from  love. 

This  includes  a  clear  conception  of  the  end  to  be  attained, 
and  an  appreciation  of  its  importance  and  a  determined  and 
persistent  use  of  the  means  toward  this  end,  relying  on  God's 
Spirit.     (Recall  the  lives  of  Peter,  of  Paul,  of  John.) 

4.  Courage  springing  from  faith,  and  a  consequent  joy. 

Normal  Drill. 

1.  What  is  meant  by  personal  character? 

2.  Illustrate  the  unconscious  influence  of  a  good,  ami  then  of  a  bad, 
character. 

3.  Show  how  the  life  affects  the  instruction  of  a  teacher. 

4.  How  does  a  truly  Christian  life  affect  unbelievers  ? 

5.  How  is  surrender  to  Christ  related  to  Christian  character  ? 

6.  What  is  the  second  element  in  such  a  character? 

7.  The  third  ?    The  fourth  ?     The  fifth  ? 

8.  Show  the  harmony  of  deep  spirituality  with  earnest  study. 


148  WESTMINSTER  NORMAL   OUTLINES. 

LESSON   IV. 

THE   TEACHER'S    MOTIVES. 

I.  Necessity  of  True  Motives. 

1.  The  motive  determines  the  moral  quality  of  actions.    To 

be  right  an  act  must  be  right  in  itself,  and  must  be  done  with 
a  right  motive.  Paul  declares  that  without  a  true  motive  he 
would  have  been  but  "sounding  brass/'  and  even"  nothing" 
(1  Cor.  xiii.  1-3). 

2.  Right  motives  give  power  and  assurance  to  the  teacher. 
Tennyson's  Sir  Galahad  says, 

"  My  strength  is  as  the  strength  of  ten, 
Because  my  heart  is  pure." 

Christ  said  (Matt.  vi.  22),  "  The  light  of  the  body  is  the 
eye;  if  therefore  thine  eye  be  single,  thy  whole  body  shall  be 
full  of  light." 

3.  Right  motives  are  permanent  in  their  influence,  while 
the  false  are  transient,  easily  exhausted  in  the  face  of  temp- 
tation and  difficulty  (e.  g.  in  the  case  of  Judas,  Simon  Ma- 
gus, Ananias  and  Sapphira  compared  with  Peter,  Paul 
and  John).  Probe  your  motives  with  the  question,  "  What 
do  I  seek  in  teaching  my  class?  Why  do  I  teach?"  Christ 
was  accustomed  to  test  his  disciples  concerning  their  mo- 
tives in  following  him  (Luke  xiv.  26-35).  The  right 
motives  should  be  wrought  into  our  souls  by  self-exami- 
nation, meditation  and  prayer  until  they  fill  and  control 
our  lives. 

The  work  of  a  Sabbath-school  teacher  is  an  earnest  work, 
and  needs  earnest  motives  to  carry  the  teacher  through  it. 
It  includes  the  conversion  of  souls  to  Christ  and  the  train- 


THE  TEACHER'S  MOTIVES.  149 

ing  of  the  converted  in  Christ.  It  is  a  superhuman  under- 
taking, and  requires  motives  which  take  hold  on  "  the  pow- 
ers of  the  world  to  come." 

Such  motives  have  formed  the  greatest  workers  of  all  ages. 

"  Late  saints  and  ancient  seers 

Were  what  they  were  because  they  mused 
Upon  the  eternal  years." 

II.  Nature  of  True  Motives. 

1.  Negatively. 

(a)  Not  a  desire  for  man's  honor,  favor  or  praise  (John 
V.  41,  44  ;  xii.  43;  Matt.  vi.  5;  Gal.  i.  10;  1  Thess.  ii.  4). 

(6)  Not  a  desire  to  display  knowledge,  educational  skill  or 
tact  (1  Cor.  viii.  1). 

(c)  Not  a  desire  for  society  or  respectability,  nor  any  social 
reasons. 

(d)  Not  by  our  vorks  to  purchase  salvation  or  God's 
favor. 

2.  Positively. 

(a)  Constraining  love  of  Christ  (2  Cor.  v.  14 ;  John  xxi. 
15^17). 

(6)  Desire  to  glorify  God  (John  xvii.  4;  Col.  i.  16;  Rev. 
iv.  11). 

(c)  Sympathy  with  the  perishing,  the  sinful,  the  ignorant, 
the  young,  the  tempted,  and  love  for  them  (Ex.  xxxii.  32 ; 
Rom.  ix.  1-3;  1  Thess.  ii.  8). 

{d)  A  desire  to  grow  in  grace  and  knowledge  and  in  closer 
fellowship  wdth  Christ  by  teaching  his  word. 

(e)  Fear  that  neglect  of  this  duty  will  bring  the  displeas- 
ure of  Christ  (1  Cor.  ix.  16).  "For  necessity  is  laid  upon 
me,  yea,  woe  is  unto  me  if  I  preach  not  the  gospel "  (Ps.  xl. 
9,  10). 

13* 


150  WESTMINSTER  NORMAL   OUTLINES. 

(/)  Respect  unto  the  recompense  of  the  reward,  as  Moses 
and  Jesus  (Heb.  xi.  26 ;  xii.  2),  and  Paul  (1  Thess.  ii.  19). 

(g)  Desire  to  fulfill  our  mission  and  the  calling  of  God — to 
be  able  at  last  to  say,  "  I  have  glorified  thee  on  the  earth  ;  I 
have  finished  the  work  which  thou  gavest  me  to  do  "  (John 
xvii.  4  ;  xviii.  37). 


LESSON  V. 

THE  TEACHER'S  TRAINING. 

Questions. 

On  the  subject  of  the  training  of  teachers  several  ques- 
tions naturally  arise  : — Is  there  a  necessity  for  a  movement 
for  elevating  the  standard  of  teaching  ?  Of  adding  to  our 
already  burdensome  duties?  What  is  the  nature  of  this 
necessary  training  ?  How  can  it  be  secured  ?  What  is  the 
Normal  Class?     How  is  normal-class  work  to  be  carried  on? 

I.  The  Need  of  Teacher-Teaining. 

1.  That  the  teacher  needs  training  is  evident  from  all  the 
analogies  of  life. 

(1)  Every  trade  and  mechanical  art  requires  a  long  and  la- 
borious apprenticeship  from  those  who  follow  it.  We  con- 
stantly make  a  distinction  between  skilled  and  unskilled 
workmen.  You  would  not  have  a  man  make  a  coat  for  you 
unless  he  had  served  an  apprenticeship  in  tailoring.  You 
would  not  allow  an  unskilled  bootmaker  to  make  you  a  pair 
of  boots.     You  would   not  select  a  mere  novice  at  house- 


THE  TEACHER'S  TRAINING.  151 

building  to  construct  your  residence.  Is  not  teaching  also 
a  useful  art?  Is  it  not  building  up  the  temple  of  God, 
building  up  character,  clothing  souls?  Shall  the  world's 
mechanics  prepare  for  their  arts,  and  the  soul-mechanics  need 
no  training? 

(2)  The  same  rule  holds  good  in  the  fine  arts.  You  want 
your  face  transferred  to  the  canvas,  that  it  may  breathe  your 
expression  to  dear  ones  when  the  original  lies  silent  in  the 
grave.  You  select  an  artist  who  has  a  trained  brain,  taste 
and  hand.  The  teacher  is  a  painter  also,  striving  to  trans- 
fer to  living  souls  Christ's  features,  and  to  make  these  souls 
bear  the  image  of  the  heavenly.  Shall  the  mixer  of  earthly 
colors  exceed  him  in  thoroughness  of  preparation  ?  What 
a  careful  training  is  given  to  the  sculptor !  How  devoted 
and  earnest  is  the  toiler  in  clay  and  marble  !  ''  I  have  seen 
Michael  Angelo,''  says  a  contemporary  of  that  great  artist, 
"  at  work  after  he  was  sixty  years  old.  And  though  he  was 
not  very  robust,  he  cut  away  from  a  piece  of  very  hard  mar- 
ble in  fifteen  minutes  more  than  three  or  four  untrained 
sculptors  could  have  effected  in  three  or  four  hours — a  fact 
almost  incredible  to  any  who  had  not  witnessed  it.  Such 
was  the  impetuosity  and  the  fire  with  which  he  pursued  his 
labor  that  you  would  have  thought  the  whole  work  would  have 
gone  to  pieces.  With  one  blow  of  his  mallet  he  brought 
down  pieces  of  marble  three  or  four  inches  thick,  and  so 
close  upon  his  mark  that  had  he  varied  a  hairbreadth  there 
would  have  been  danger  of  ruining  the  whole.''  If  such  is 
the  power  in  sculpture  of  Angelo,  who  had  arm  and  hand 
and  mind  trained — if  he  thus  wrought  for  a  corruptible 
crown — what  ought  not  you  to  do  for  an  incorruptible?  You 
do  not  work  in  marble,  that  will  at  length  crumble  into  dust. 
You  do  not  labor  in  brass,  whose  chasing  will  in  time  wear 
out.     You  are  not  erecting  material  temples,  as  Angelo  did, 


3  52  WESTMINSTER  NORMAL   OUTLINES. 

which  shall  at  last  fall.  You  are  a  sculptor  of  immortal 
souls,  making  them  into  the  fashion  of  Christ.  If,  then, 
the  sculptor  in  marble  subjects  himself  to  a  long  training, 
will  you  enter  upon  no  attempt  at  fitting  yourself  for  your 
higher  work? 

3.  All  the  professions  demand  a  general  preparation  from 
those  who  pursue  them. 

(a)  There  are  law-schools  and  lectures  for  the  candidate 
for  the  bar.  There  are  medical  colleges  to  educate  the  young 
physician.  There  are  normal  schools  to  train  the  future 
teachers  of  our  select  and  public  schools.  Why,  then,  should 
not  the  Sabbath-school  teacher,  who  is  a  scribe  in  God's 
law,  who  ministers  to  souls  diseased,  who  teaches  the  Science 
of  sciences — how  to  live  and  how  to  die — require  some  gen- 
eral training? 

(6)  When  we  turn  to  the  Bible  for  human  analogies  we  find 
the  same  fact.  Preparation  is  the  secret  of  success.  Moses 
— how  God  trained  him  by  providence,  study  and  his  Spirit! 
How  were  the  twelve  apostles  trained !  Jesus  himself  taught 
them  in  a  normal  class  for  three  years  and  a  half.  Paul 
was  trained  in  Tarsus,  in  Jerusalem  at  Gamaliel's  feet,  and 
in  Arabia. 

(c)  Following  this  example,  the  Presbyterian  Church  has,  at 
immense  expense  and  pains,  established  theological  seminaries 
for  the  general  and  special  training  of  her  future  ministers. 
Why  should  not  the  teacher  of  God's  word,  ofttimes  not  lib- 
erally educated,  have  means  provided  for  his  training? 

(d)  We  find  successful  workers  in  the  Sunday-school  unan- 
imous (so  far  as  I  know)  in  testifying  to  the  pressing  neces- 
sity for  more  thorough  training  of  teachers.  The  "Sabbath- 
school  assembly  idea  "  means  more  complete  preparation  for 
teachers.  Shall  we  doubt  that  God's  Spirit  has  impelled 
Sabbath-school  workers  toward  this  method  as  the  best  thus 


THE  TEACHER'S  TRAINING.  153 

far  found  for  preparing  teachers  to  do  better  work  for  the 
Master  ? 

(e)  If  you  could  look  into  the  heart  of  the  earnest  teacher  you 
would  find  there  a  longing  for  this  very  thing — more  teach- 
ing-power, more  efficiency  in  holding  forth  the  word  of  life. 

(/)  ^V^^^''^  W7e  open  our  Bibles  we  find  the  inspired  word  em- 
phasizing the  duty  of  most  thorough  prepai'ation  for  our  work. 

To  Timothy  the  preacher  came  the  command,  and  it  ap- 
plies to  all  teachers  as  well :  "  Give  attendance  to  reading, 
to  exhortation,  to  doctrine.  Neglect  not  the  gift  that  is  in 
thee.  Meditate  upon  these  things;  give  thyself  wholly  to 
them;  that  thy  profiting  appear  to  all.  Take  heed  unto 
thyself,  and  unto  the  doctrine;  continue  in  them:  for  in 
doing  this  thou  shalt  both  save  thyself,  and  them  that 
hear  thee. 

"Study  to  show  thyself  approved  unto  God,  a  workman 
that  needeth  not  to  be  ashamed,  rightly  dividing  the  word 
of  truth." 

{g)  If  the  ear  of  faith  is  open  we  can  hear  the  song  that 
"  over  there "  is  sung  by  the  many  "  angels  round  about 
the  throne,  and  the  beasts,  and  the  elders ;  and  the  number 
of  them  was  ten  thousand  times  ten  thousand  and  thousands 
of  thousands,  saying  with  a  loud  voice, '  Worthy  is  the  Lamb 
that  was  slain  to  receive  power  and  riches  and  wisdom.'  '^ 
Yes,  Jesus  is  worthy  to  receive  wisdom — the  very  highest 
culture,  the  best  and  highest  methods  of  ivorking  and  teach- 
ing. The  highest  motive  to  earnest  effort,  the  greatest 
power  in  working  in  the  Sabbath-school,  is  Jesus  himself, 
desiring  our  very  best.  Unto  him  shall  we  be  led  by  his 
infinite  grace,  to  present  ourselves  living  sacrifices,  our  souls 
enlightened  and  cultured  to  the  highest  state  of  efficiency 
and  power. 


154  WESTMINSTER  NORMAL  OUTLINES. 

LESSON    VI. 

THE  TEACHER'S  TRAINING   (Concluded). 

II.  The  Teacher's   Training  includes   Knowledge, 
Experience  and  Practice. 

1.  Knowledge. 

(1)  Of  the  Bible. 

A.  Its  construction,  or  its  make-np  as  a  book. 

B.  The  evidences  of  its  divine  origin  and  inspiration. 

C.  The  historical  facts  of  the  Bible. 

D.  General  and  special  introduction  to  each  book  of  the 
Bible. 

E.  The  life  of  Christ. 

F.  The  doctrines  of  the  Bible. 

G.  The  principles  of  Bible  interpretation,  with  the  helps 
to  such  interpretation  as  Bible  geography,  manners  and  cus- 
toms, etc. 

(2)  Of  the  true  theory  and.  methods  of  teaching  the  Bible. 

A.  The  true  idea,  relations,  organization  and  management 
of  the  Sabbath -school,  especially  its  oneness  with  the  Church. 

B.  The  best  methods  of  instruction. 

C.  The  human  soul  which  we  teach. 

2.  Experience. 

(1)  Of  God's  providential  eare  and  discipline  in  education 
by  books,  in  business  and  home,  of  surroundings,  in  disap- 
pointments and  sorrows,  in  social  intercourse  with  men  and 
the  world.  The  true  teacher's  whole  life  is  God's  training 
in  common  sense,  fitting  him  the  better  to  deal  with  souls. 

(2)  Of  the  Spirit's  work,  convicting,  regenerating,  convert- 
ing, sanctifying,  comforting  and  sustaining  by  the  word,  and 


THE  TEACHER'S  TRAINING.  155 

"leading  into  all  truth/'  enabling  him  to  teach  "  in  demon- 
stration of  the  Spirit  and  of  power." 

3.  Practice  in — 

(1)  Independent  study  of  the  Bible-lesson. 

(2)  Teaching  a  class. 

(3)  Teaching  under  the  supervision  of  able  and  approved 
teachers,  followed  by  their  criticisms  and  suggestions. 

(4)  Teaching  under  constant  self-observation  and  self- 
criticism. 

Dr.  Thomas  Arnold  once  said :  "  I  prefer  activity  of 
mind  and  an  interest  in  the  work  to  high  scholarship,  for 
the  one  may  be  acquired  far  more  easily  than  the  other." 

Til.  Means  of  Teacher-Traixing. 

1.  How  shall  this  training  be  secured  ? 

1.  By  the  Normal  Class.  (The  name  is  not  important,  but 
the  thing  itself — training  of  teachers — is  essential  to  success 
in  Sabbath-school  work.) 

This  is  a  class  designed  to  prepare  teachers  for  their 
work,  composed  of  actual  and  intending  teachers,  pursuing 
a  regular  course  of  instruction  by  means  of  text-books, 
drills  and  lectures  on  the  matter  and  methods  of  Bible-teach- 
ing, led  by  the  pastor,  superintendent  or  other  competent  con- 
ductor. 

A  Normal  Class  differs  from  the  Teachers'  Meeting,  which 
is  particularly  designed  to  give  a  special  preparation  for  the 
next  Sabbath's  work,  whilst  the  Normal  Class  is  designed  to 
give  a  general  preparation  for  the  work. 

The  theological  seminary  gives  the  candidate  for  the  min- 
istry a  general  preparation  for  his  profession.  When  he  en- 
ters on  his  pastoral  duties  his  week-day  studies  must  be  pur- 
sued to  fit  him  for  the  pulpit  on  each  succeeding  Sabbath. 


156  WESTMINSTER  NORMAL   OUTLINES. 

The  Normal  Class  is  the  teacher's  theological  seminary.  The 
Teachers'  Meeting  is  a  review  of  his  weekly  study  of  the 
next  Sabbath's  lesson. 

2.  Various  methods  of  Normal  Class  work. 

(1)  The  Teachers^  Meeting,  which  may  be  so  conducted  as 
to  include  (besides  the  lesson  for  the  next  Sabbath)  general 
study  of  the  Bible  and  the  best  methods  of  teaching. 

2.  A  regular  Normal  Class,  taking  the  time  of  an  entire 
evening,  the  most  convenient  of  the  week.  Two-thirds  of 
the  time  may  be  devoted  to  the  consideration  of  some  topic 
of  Bible-study,  or  what  to  teach,  and  one-third  to  Bible- 
teaching,  or  how  to  teach. 

(3)  A  School  Normal  Class,  composed  of  select  young 
women  and  men,  meeting  at  the  same  time  as  the  Sabbath- 
school,  and  following  the  regular  normal  course. 

(4)  The  Seminary  Normal  Class  is  organized  in  a  male  or 
female  seminary,  pursuing  a  course  of  normal  study. 

(5)  The  Pastor  lectures  on  Sabbath  evening  on  the  nor- 
mal lesson,  and  reviews  the  congregation  upon  it  some  hour 
of  the  week.  This  is  substantially  the  method  of  Rev.  Dr. 
Falconer  of  St.  Louis. 

Note. — For  suggestions  to  Normal-Class  conductors  and  students  see  West- 
minster Normal  Outlines,  Junior  Course,  pp.  5,  6,  7. 

3.  The  Teachers'  Institute. 

This  is  a  meeting  of  the  teachers  of  the  Sabbath-schools 
of  a  certain  district  for  conferences,  lectures,  addresses,  class- 
drills,  specimen  lessons  and  criticisms.  Its  success  will  de- 
pend upon  the  care  expended  on  the  programme,  the  selec- 
tion and  procuring  of  competent  leaders,  etc. 

The  advantage  of  a  normal  class  over  an  institute  is  that 
the  class  is  permanent  or  continued  for  a  prolonged  course, 
while  the  institute  is,  of  necessity,  brief. 


THE  TEACHER'S  TRAINING.  157 

4.  The  Convention. 

In  connection  with  Sabbath-school  State,  county,  district 
or  township  conventions  normal  exercises  for  training  teach- 
ers may  be  introduced  to  great  advantage. 

5.  The  Sabbath-school  Assembly. 

This  is  a  large  gathering  of  Bible-teachers  devoting 
themselves  for  several  days  to  study  and  preparation  for 
their  work  by  attending  lectures,  normal  drills,  etc. 

6.  Private  individual  Normal  work. 

Many  who  cannot  enjoy  the  advantages  of  the  stimulus 
and  aid  furnished  by  the  Normal  Class,  Teachers'  Meeting, 
Institute,  Convention  or  Assembly,  are  by  their  personal  dili- 
gence in  study  approving  themselves  unto  God  workmen 
that  need  not  to  be  ashamed.  Success  in  such  study  will 
largely  depend  on  the  following  conditions : 

A.  A  rigid  adherence  to  a  systematic  division  of  time,  al- 
lowing a  certain  portion  each  day  for  such  study. 

B.  Choice  of  the  best  text-books. 

C.  Persistent  endeavors  to  apply  the  knowledge  of  the 
principles  of  teaching  acquired  to  the  individuaFs  weekly 
class-labors. 

D.  Much  can  be  gained  by  an  occasional  visit  to  other 
schools  and  classes  similar  to  your  own. 

E.  Many  hints  in  teaching  can  be  gained  by  visiting  good 
secular  schools. 

Normal  Drill, 

1.  What  three  things  are  included  in  teacher-training? 

2.  What  two  departments  of  knowledge  must  the  teacher  master  ? 

3.  Give  the  items  of  Bible  instruction. 

4.  What  should  the  teacher  know  of  the  methods  of  teaching  ? 

5.  What  experiences  are  used  of  God  to  train  teachers  ? 

6.  What  practice  is  necessary  to  train  a  teacher  ? 

7.  What  is  a  Normal  Class  ? 

J4 


158  WESTMINSTER  NORMAL   OUTLINES. 

8.  Distinguish  it  from  an  ordinary  Teachers'  Meeting, 

9.  Give  five  different  methods  of  carrying  on  Normal  Class  work. 

10.  What  are  the  object  and  methods  of  a  Sabbath-school  Institute? 

11.  Of  a  Sabbath-school  Convention? 

12.  Of  a  Sabbath-school  Assembly? 

13.  Give  five  rules  for  the  teacher's  training  of  himself  by  private 
study.  ,  ,     :  / 

LESSON    WI.    ; 

LESSON  OR  LECTURE— WHICH? 

The  Sabbath-school  has  assembled ;  the  opening  services 
liave  been  concluded ;  the  superintendent  has  said,  "  Teach- 
ers will  take  their  classes ;"  the  Scripture  selected  is  now  to 
be  taught  to  the  class. 

Shall  this  teaching  be  done  in  the  form  of  a  lecture  or  of 
a  lesson  ?  The  decision  of  this  question  will  determine  the 
kind  of  preparation  the  teacher  should  make  and  the  meth- 
ods of  teaching  he  should  employ.  The  class-exercise  should 
be  a  lesson,  and  not  a  lecture. 

I.  Lecture  or  Lecture  System — 

A  method  of  giving  instruction  by  formal  expositions, 
generally  written  out  and  read  to  the  learners.  Hence  the 
term  "  lecture  "  (from  the  Latin,  meaning  reading  or  some- 
thing read).  Lectures  are,  however,  often  extemporaneous, 
or  delivered  without  previous  preparation  of  the  language. 
The  lecture  is  given  to  a  silent  class.  The  lecturer  dispenses 
with  questions  and  answers,  drill  exercises,  conversation,  de- 
velopment of  expression  by  the  scholar,  etc.  The  lecturer 
simply  speaks,  and  the  scholars  simply  listen  and  take  notes. 
The  lecture  system  of  instruction  may  be  advantageously 
used  in  the  Sabbath -school — 


LESSON  OR  LECTURE— WHICH  t  169 

1.  Where  the  scholars  are  of  mature  and  well-disciplined 
minds,  and  at  the  same  time  are — 

2.  Able  to  grasp  knowledge  without  any  effort  on  the  teach- 
er's part  to  secure  their  attention  or  awaken  their  minds ; 

3.  And  are  able  to  arrange  new  ideas  in  their  minds  and 
apply  them  in  practice; 

4.  Where  the  scholars  appreciate  Bible  knowledge  so 
highly  that  they  need  no  stimulus  from  the  teacher  to  en- 
gage in  its  study.  It  is  evident  that  classes  of  such  scholars 
are  extremely  rare  in  our  Sabbath-schools ; 

5.  When  a  class  is  organized  as  a  lecture-class,  and  taught 
as  such,  for  the  purpose  of  bringing  into  the  school  those  who, 
for  various  reasons,  would  not  come  if  they  were  to  be  asked 
questions. 

II.  Advantages  of  making  the  Class  Exeecise  a 
Lesson,  with  Question  and  Answer,  Repetition, 
Drill,  Conversation,  etc. 

1.  It  carries  out  the  essential  idea  of  education — viz.,  that 
it  is  a  drawing  out  of  the  powers  of  the  scholars.  *^The  mind 
is  an  organism  to  be  developed,  not  a  vessel  to  be  filled." 

2.  It  carries  out  that  which  has  been  called  the  golden 
rule  for  teachers :  *^  Never  tell  your  scholars  anything  they 
should  know,  or  they  can  be  led  to  find  out  by  judicious 
teaching."  Mr.  James  L.  Hughes  says  :  "  If  only  this  one 
rule  were  carried  out,  the  teaching  in  most  schools  would  be 
revolutionized.  Young  teachers  should  repeat  it  every  morn- 
ing on  their  way  to  school,  and  ask  themselves  every  even- 
ing wherein  they  have  violated  it.  It  will  form  a  pruning- 
hook  to  cut  away  most  of  the  errors  in  method,  if  it  is  in- 
telligently used." 

3.  To  the  average  class  the  lecture  system  is  impracti- 
cable. 


160  WESTMINSTER  NORMAL   OUTLINES. 

(a)  It  encourages  a  passive  attitude  of  the  scholar's 
mind,  while  this  is  the  very  state  from  which  he  should 
be  aroused. 

(6)  The  lecture  plan  furnishes  no  stimulus  to  study. 

(c)  The  lecture  plan  furnishes  no  test  by  which  the  teacher 
can  find  out  whether  the  scholar  understands  the  lesson  or  not. 

(d)  The  lecture  plan  does  positive  harm  by  repressing  the 
scholar's  power  of  thought.  At  best  it  can  only  make  crit- 
ics, ready  to  judge,  but  helpless  to  think  or  speak  for  them- 
selves. 

4.  The  lesson  plan,  with  its  questions  and  answers,  its 
repetitions  and  drills,  and  its  conversations,  quickens  the 
self-activity  of  the  scholars. 

The  great  aim  of  every  teacher  should  be  to  teach  the 
pupil  to  think — to  draw  out  his  thinking,  feeling,  willing 
power.  Telling  is  not  teaching.  Lecturing  or  sermonizing 
is  not  teaching.  The  teacher  should  lead  or  guide  his  pupils 
through  the  gardens  of  knowledge,  and  show  them  which 
kinds  of  fruits  are  beneficial  and  which  are  injurious.  He 
should  show  them  the  best  means  of  obtaining  the  fruit,  but 
he  should  not  pluck  it  for  them,  eat  it  for  them,  digest  it 
for  them.  He  should  teach  them  how  to  think — he  should 
not  do  their  thinking  for  them. 

5.  The  lesson  plan  provides  a  test  of  the  scholar's  prog- 
ress, makes  him  accurate  in  his  understanding  and  expres- 
sion, and  develops  his  power  of  continuous  thinking. 

III.  Cautions. 

In  conducting  the  lesson — 

1.  Insist  on  a  thorough  recitation  from  memory  of  the  ex- 
act words  of  the  Scripture  and  of  the  Catechism. 

2.  Beware  of  relying  on  repetition  by  the  scholar  of  the 
explanation  of  the  truths  of  the  lesson  committed  to  memory. 


HOW  TO  AWAKEN  INTEREST  IN  STUDY.         161 

3.  Insist  on  the  scholar's  rehearsing  the  lesson  truths  in 
his  own  words. 

4.  Beware  of  trusting  to  simultaneous  answering.  This 
method  of  answering  (i,  e.  the  entire  class  repeating  answers 
in  unison)  is  useful,  but  has  danger  attending  it,  chiefly 
that  the  teacher  cannot  detect  the  misunderstanding  of  the 
scholars. 

5.  Beware  of  attempting  the  conduct  of  a  lesson  unless 
you  have  made  (a)  thorough  preparation  of  the  words 
and  ideas;  (6)  thorough  preparation  of  the  plan  of  teach- 
ing it,  the  questions  to  be  asked,  the  illustrations  to  be  used, 
etc. 

6.  Insist  on  such  a  thorough  preparation  of  the  lesson  by 
the  scholar  as  shall  ensure  in  the  recitation  attention,  liveli- 
ness and  naturalness  of  tone  of  voice. 


LESSON   VIII. 

HOW  TO  AWAKEN  INTEREST  IN  STUDY. 

Note. — The  teacher's  permanent  success  will  altogether  depend  on  his 
awakening  an  interest  in  the  scholar  in  studying  the  Bible.  This  sliould 
be  an  interest  which  will  remain,  not  only  during  the  week,  but,  ever 
strengthening,  during  life. 

I.  Motives. 

To  what  principles  in  the  human  heart  can  the  teacher  ap- 
peal to  arouse  interest  ?     These  are  of  two  kinds  : 

1.  Emulation  (meaning  a  desire  of  excelling  others),  rival- 
ry, competition.     The  appeal   to  these  by  means  of  offering 
prizes,  rewards,  etc.  should  be  made  with  the  utmost  cau- 
tion, if  at  all.     The  principle  of  emulation  in  man  needs 
14*  L 


162  WESTMINSTER  NORMAL   OUTLINES. 

repression   and   control,  rather  than   stimulus  or  develop- 
ment. 

2.  The  higher  motives. 

(1)  The  love  of  knowledge.  It  is  an  axiom  that  the  mind 
has  an  appetite  for  the  proper  kind  of  knowledge  as  certain- 
ly as  the  body  has  an  appetite  for  the  right  kind  of  food. 

Horace  Mann  said :  "  Mark  a  child  when  a  clear,  well- 
defined,  vivid  conception  seizes  it.  The  whole  nervous  tis- 
sue vibrates ;  every  muscle  leaps ;  every  joint  plays ;  the 
face  becomes  auroral;  the  spirit  flashes  through  the  body 
like  lightning  through  a  cloud."  God  has  endowed  our 
scholars  with  curiosity,  and  has  connected  the  acquisition 
of  knowledge  with  the  keenest  delight. 

(2)  The  love  of  improvement.  We  can  safely  inspire  our 
pupils  with  holy  ardor  for  advancement, 

"  So  that  each  to-morrow 

Finds  them  farther  than  to-day." 

(3)  The  love  of  approbation.  Judicious  praise  is  a  right 
incentive  and  reward,  and  the  desire  for  it  a  commendable 
motive. 

(4)  The  love  of  usefulness.  No  man  liveth  unto  himself; 
no  man  dieth  unto  himself. 

(5)  The  love  of  right-doing.  There  is  a  conscience  in 
every  scholar,  and  if  we  can  make  each  one  conseientious 
in  studying  God's  word,  our  end  is  reached. 

II.  The  Methods. 

1.  The  teacher  must  have  thorough  preparation,  enthusi- 
astic interest  in  the  truth,  thorough  identification  with  the 
lesson. 

2.  His  manner  must  be  animated  and  natural. 


STUDY  OUT  OF  SCHOOL.  163 

3.  He  can  use  the  surprise-power  appealing  to  the  curios- 
ity of  the  class. 

4.  Interest  is  awakened  by  keen  questioning. 

5.  Illustrations  that  illustrate  awaken  an  interest  in  the 
subject. 

6.  The  teacher  must  adapt  his  method  to  the  class  and  to 
the  individual  scholar. 

7.  The  teacher  must  vary  his  method  to  avoid  monotony. 

8.  His  words  must  be  perfectly  plain  and  lucid. 

Normal  Drill, 

1 .  What  do  you  mean  bv  "  interest  in  study  "  ? 

2.  Show  the  importance  of  arousing  it  in  the  scholar. 

3.  What  two  kinds  of  motives  to  study  are  there  ? 

4.  Give  your  opinion  of  the  use  of  emulation  and  competition,  and 
your  reasons  for  it. 

5.  What  are  the  five  highest  motives  ? 

6.  Show  the  practicability  of  successfully  appealing  to  these  motives. 

7.  Give  several  methods  of  awakening  interest  in  study. 


LESSON    IX. 

STUDY  OUT  OF  SCHOOL 


I.  Why  aim  at  it? 

1.  In  the  Sabbath-school  there  is  time  only  for  a  short 
recitation.  There  is  no  opportunity  for  study  in  the  school - 
hour.  If  the  scholar  does  not  study  out  of  Sabbath-school, 
he  does  not  study  at  all,  and  without  study  there  is  no  im- 
provement. 

2.  There  can  be  no  real  recitation  in  the  Sabbath-school, 
therefore,  unless  there  has  been  study  out  of  school. 

3.  The  aim  of  the  teacher  should  be  to  produce  the  de- 
sire and  power  in  the  scholar  to  study  the  Bible  independ- 


164  WESTMINSTER  NORMAL   OUTLINES. 

ently.     The  best  of  all  teachiDg  is  to  teach  the  scholar  to 
think,  to  investigate  for  himself,  to  teach  himself. 

4.  By  inducing  study  out  of  school  we  take  possession 
of  many  hours  for  Christ,  we  exclude  much  vain  reading, 
and  we  throw  a  safeguard  around  the  scholar  to  shield  him 
from  many  assaults  of  the  tempter. 

II.  How  can  the  teacher  induce  the  scholar  to  study  out  of 
school ? 

Note. — This  is  out  of  the  question  for  an  indifferent  teacher,  or  for  a 
teacher  unwilling  himself  diligently  to  study. 

1.  In  the  class. 

(1)  By  carefully  instructing  the  scholar  what  he  should 
study — e.  g.  the  title  of  the  lesson,  the  Golden  Text,  the  mem- 
ory verses,  the  lesson  plan,  the  "  P.  P.  D.  D.  D.,"  persons, 
places,  dates,  doings,  doctrines.  Carefully  choose  out  of  the 
lesson  the  things  you  desire  studied,  and  distinctly  announce 
beforehand  to  the  class. 

(2)  By  carefully  showing  the  scholars  how  to  study  these 
particular  things — e.  g.  how  to  commit  to  memory  T.,  G.  T. 
and  L.  P.,  memory  verses,  etc,  how  to  use  their  reference 
Bibles  and  concordance  (practice  with  them  in  the  class). 
Show  them  how  to  use  the  Bible  Dictionary  and  maps,  etc. 
Show  them  how  to  ask  themselves  the  questions  and  discov- 
er for  themselves  the  answers.  Show  them  how  to  review 
their  own  work. 

2.  By  awakening  an  interest  in  the  lesson  for  the  next 
Sabbath. 

3.  By  so  teaching  and  questioning  that  the  scholar  shall 
feel  that  he  is  expected  to  have  his  lesson. 

4.  By  encouraging  those  who  have  studied  their  lesson. 

5.  By  assigning  a  particular  point  in  the  lesson  to  each 
scholar  to  investigate  and  report  upon. 


NEGATIVE  RULES  FOE  METHOD  AND  MANNER.  165 

6.  By  writing  letters  stimulating  to  lesson  study  out  of 
school. 

7.  By  conversation  and  personal   influence  as  you  meet 
the  scholars. 

Normal  Drill, 

1.  What  is  meant  by  "study  out  of  school"? 

2.  Why  is  study  out  of  school  especially  important  and  necessary  in  Sab- 
bath-school work  ? 

3.  Give  other  reasons  why  the  scholar  should  be  induced  to  study  out 
of  school. 

4.  What  means  can  the  teacher  use  in  the  class  to  induce  such  study  ? 

5.  Illustrate  the  way  in  which  you  would  show  your  scholar  how  to  study 
next  Sabbath's  lesson. 

6.  What  means  can  the  teacher  use  out  of  class  to  produce  this  study  ? 


LESSON    X.    ;  1_ 
NEGATIVE  RULES  FOR  METHOD  AND  MANNER. 

I.  For  Method. 

1.  Do  not  dwell  disproportionately  on  minor  points — e.g, 
geography,  manners,  customs,  etc. 

2.  Do  not  wander  from  the  subject.     "  Hoc  ageJ'     Stick 
to  your  subject ! 

3.  Do  not  prompt  your  pupils  while  hearing  recitations. 

4.  Do  not  attempt  to  teach  too  many  facts  in  one  lesson. 
"A  little  at  a  time."     Step  by  step. 

5.  Do  not  ask  questions  of  the  scholars  in  rotation. 

6.  Do  not  face  each  scholar  in  turn. 

7.  Do  not  name  the  scholar  who  is  to  answer  before  stat- 
ing the  question. 

8.  Do  not  point  or   look  at  the  scholar  to  answer  while 
stating  the  question. 


166  WESTMINSTER  NORMAL   OUTLINES. 

9.  Do  not  look  fixedly  at  the  scholar  reading  or  answer- 
ing. 

10.  Do  not  repeat  a  question  for  the  sake  of  the  inatten- 
tive. 

11.  Do  not  ask  one  of  a  large  class  to  recite  verses  indi- 
vidually. 

12.  Do  not  assign  next  Sabbath's  lesson  without  explain- 
ing it  and  showing  the  points  you  wish  to  be  studied,  and 
how  they  are  to  be  studied. 

13.  Do  not  deem  one  presentation  of  a  subject  enough. 
Review.     Repeat. 

14.  Do  not  do  all  the  talking  yourself. 

15.  Do  not  allow  the  bright  scholars  to  monopolize  your 
interest  or  instructions. 

16.  A  golden  rule  for  teachers:  "Never  tell  a  scholar 
what  you  can  make  that  scholar  tell  you."  (See  Fitch's 
Rules,  No.  2.)  Mr.  James  Hughes*  states' it  thus:  "Do  not 
tell  anything  the  pupils  should  know,  or  can  be  led  to  find 
out  by  judicious  teaching." 

II.  For  Manner. 

1.  Do  not  be  formal  or  frigid.  "  Whatsoever  ye  do,  do  it 
heartily,  as  to  the  Lord  "  (Col.  iii.  23). 

2.  Do  not  continually  repress  the  animation,  curiosity  or 
enthusiasm  of  the  scholars. 

3.  Do  not  scold. 

4.  Do  not  grumble  or  complain. 

f5.  Be  not  angry  when  questioned  or  controverted. 

6.  Do  not  betray  a  lack  of  energy  or  enthusiasm. 

7.  Do  not  lack  sympathy  or  kindness. 

^  The  author  is  indebted  to  this  gentleman  for  many  of  the  points  in  this 
Lesson. 


DIFFICULTIES— HOW  TO   OVERCOME  THEM.       167 

LESSON     XI. 

DIFFICULTIES— HOW  TO  OVERCOME  THEM. 

I.  The  teacher  sometimes  finds  a  difficulty  in  getting  the 
scholars  to  answer  his  questions. 

1.  When  he  is  teaching — 

(1)  Make  the  questions  clearer  and  simpler.  Ambiguous 
and  indistinct  questions  force  scholars  to  guess  at  their  an- 
swers or  remain  silent. 

(2)  By  easy  questions  get  all  the  scholars  to  answer  at 
once  (not  too  loudly) ;  thus  overcome  backwardness  and 
timidity. 

(3)  Use  the  elliptical  method  of  questioning,  to  form  in 
the  scholars  the  habit  of  answering. 

(4)  Draw  out  backward  pupils  by  very  easy  questions. 

(5)  Do  not  permit  the  better  scholars  to  do  all  the  answer- 
ing. Put  most  of  your  questions  to  those  scholars  who  are 
least  disposed  to  answer. 

(6)  Vary  your  style  and  method  of  questioning. 

(7)  Never  try  to  puzzle  or  confuse  the  scholar. 

(8)  Never  make  fun  of  any  honest  answer,  even  if  it  is 
wrong.     Put  the  best  construction  on  every  answer. 

(8)  Praise  effort  as  well  as  success  in  answering. 

2.  When  he  is  reviewing — 

(1)  Induce  the  scholar  to  prepare  his  lesson.  (See  Lesson 
IX.,  on  "  Study  out  of  School.") 

(2)  Recall  again  and  again  the  facts  you  have  taught. 

(3)  Never  prompt,  nor  give  a  clue  to  the  answer. 

(4)  Be  lively  and  brisk  in  questioning. 


168  WESTMINSTER  NORMAL   OUTLINES. 

II.  The  teacher  sometimes  finds  it  difficult  to  induce  his 
scholars  to  ask  questions. 

1.  Beware  of  doing  all  the  thinking  yourself,  and  leaving 
nothing  for  the  scholar.    Be  suggestive  rather  than  exhaustive. 

2.  Do  not  merely  tell ;  rather  teach,  draw  out ;  make 
your  scholars  think. 

3.  Induce  your  scholars  to  write  out  questions. 

4.  Assign  to  each  scholar  a  part  of  the  lesson  on  which  to 
question  you. 

5.  Leave  an  interesting  point  before  finishing  it.  "  Let 
fall  also  some  of  the  handfuls  of  purpose  for  her,  and  leave 
them,  that  she  may  glean  them,  and  rebuke  her  not "  (Ruth 
ii.  16). 

6.  Beware  of  turning  your  class  into  a  mere  debating-club, 
but  remember  that  the  activity  of  your  scholars'  minds  is  a 
test  of  your  success,  and  that  you  are  not  teaching  well  un- 
less your  scholars  ask  you  a  great  many  questions. 

III.  The  teacher  finds  it  difficult  to  impress  the  lesson  on 
the  scholars. 

1.  Leave  generalities.  Come  to  specific  and  practical 
points  in  your  scholars'  lives. 

2.  Teach  fewer  things.     Impress  what  you  do  teach. 

3.  Repeat,  drill,  review !    Repeat ^  drilly  review  !   Repeat^ 

DRILL,   review! 

4.  Apply  each  point  as  it  comes  up. 

5.  Make  the  scholars  apply  the  general  teaching. 

6.  As  a  rule,  apply  particular  points  to  individuals  pri- 
vately. 

IV.  Teachers  often  find  the  time  for  the  lesson  too  short. 

Note. — The  superintendent  should  conscientiously  bring  the  teacher  to 
the  class  exercise  as  soon  as  practicable  ;  should  guard  him  sacredly  against 


SABBATH-SCHOOL    ORDER.  169 

interruptions;  and  slionld  give  him  as  much  time  for  the  class  exercise  as 
can  profitably  be  used. 

1.  The  teacher  should  not  take  too  much  time  on  the  in- 
troduction. 

2.  He  should  teach,  not  preach. 

3.  He  should  avoid  digressions  from  the  lesson. 

4.  Dwell  upon  each  point  in  the  lesson  so  long  onJy  as  its 
relative  importance  requires. 

5.  Lose  no  time  with  incorrect  methods  of  hearing  verses 
recited. 

6.  Hear  only  the  verses  you  assigned. 

7.  Remember  that  while  you  cannot  inculcate  all  truih 
during  the  time  of  one  lesson,  you  can  in  that  short  time 
incite  your  scholars  to  study  all  truth. 

Normal  Drill, 

1.  Let  each  teacher  who  has  found  difficulty  in  inducing  his  scholars  to 
answer  his  questions  hold  up  his  hand. 

2.  How  is  this  difficulty  to  be  overcome? 

3.  Why  is  it  difficult  to  induce  scholars  to  ask  questions  ? 

4.  How  can  you  lead  scholars  to  question  you  ? 

5.  Whence  arises  the  difficulty  in  impressing  the  lesson  y 

6.  How  can  it  be  surmounted  ? 

7.  How  can  the  short  time  of  ihe  class  exercise  be  most  economically 
employed  ? 


LESSON    XII 


SABBATH-SCHOOL  ORDER,  OR    MANAGEMENT   OF  THE 
SCHOLARS. 

I.  Principles. 

1.  Disorder  in  the  Sabbath- school  is  inexcusable.  While  it 
is  as  necessary,  it  is  not  as  difl&cult,  to  preserve  order  in  the 
Sabbath-school  as  in  the  day-school.     The  Sabbath -school 

15 


170  WESTMINSTER  NORMAL   OUTLINES. 

holds  only  for  an  hour  and  a  half  on  one  day  of  the  week, 
and  that  the  Sabbath  day.  The  exercises  are  varied ;  the 
pupils  are  naturally  on  their  best  behavior ;  there  is  but  a 
single  recitation. 

2.  Sabbath-school  order  is  not  a  dull  or  listless  silence^  but 
the  systematic  performance  by  each  of  his  duty  in  a  quiet 
manner,  "  Perfect  order  may  be  in  harmony  with  quite  an 
amount  of  noise."  ^'  Order  does  not  necessarily  mean  re- 
pression." 

3.  Sabbath-school  order  is  based  on — 

.   (1)  The  conscientiousness  of  the  scholar. 

(2)  His  confidence  in,  and  respect  and  love  for,  the  teacher. 
Penalties  here  are  unknown.  There  is  no  appeal  to  present 
fear  or  force. 

4.  The  secret  of  Sabbath-school  order  is  in  the  teacher,  his 
character  and  his  qualifications.  What  the  teacher  is  at 
heart  and  in  his  life,  what  he  knows  of  the  lesson  and  the 
scholar,  his  methods  of  teaching  and  his  manners,  will  de- 
cide the  order  of  the  class. 

5.  The  government  of  the  Sabbath-school  should  be — 

(1)  Kind  and  beneficent,  in  contrast  with  harshness  and 
imperiousness. 

(2)  Uniform,  not  variable. 

(3)  Impartial,  equal  to  all. 

6.  While  the  superintendent  is  responsible  for  the  order 
of  the  entire  school,  he  is  justified  in  holding  each  teacher 
responsible  for  the  order  of  his  class. 

II.  Means  of  Preserving  Order. 

1.  Negative. 

(1)  Do  not  govern  too  much.  The  purpose  of  the  Sab- 
bath-school is  to  teach  the  Bible,  and  not  to  maintain  order. 
Do  not  repress  too  much. 


SABBATH-SCHOOL   ORDER.  171 

(2)  Do  not  make  many  rules. 

(3)  Do  not  suspect  your  scholars,  but  rely  on  their  Chris- 
tian honor,  and  make  them  feel  that  you  do. 

(4)  Do  not  habitually  censure,  and  never  ridicule  your 
scholars. 

(5)  Never  ring  the  bell  to  secure  order.  The  bell  should 
never  be  used  in  school  except  as  a  signal  of  motion  or  time. 
In  general,  never  try  to  repress  disorder  by  any  loud  noise. 

Mr.  Hughes  says : 

"  1.  The  bell  is  often  misused.  It  should  never  be  a 
signal  for  order.     It  is  a  signal  for  time  and  movement. 

"  2.  The  bell  should  always  convey  the  same  signal  to 
the  whole  school ;  it  should  never  be  rung  for  a  single  pupil 
or  a  few. 

"  3.  Give  only  one  '  time '  signal,  and  wait  till  it  is 
obeyed. 

"  4.  Give  one  ^  movement '  signal,  but  repeat  it  if  the 
movement  is  not  wtII  done." 

(6)  Do  not  grumble.  "  No  teacher  who  scolds  or  sneers 
or  grumbles  can  ever  have  the  sympathy  of  his  pupils,  and 
without  it  he  can  never  control  them  or  secure  their  best  ef- 
forts in  their  school-work." 

2.  Positive. 

(1)  Be  what  you  would  have  your  scholars  think  you  aie 
in  heart,  life  and  knowledge. 

(2)  Gain  the  confidence  of  your  scholars.  Genuineness 
begets  confidence.  By  your  genuine  interest  in  them,  by 
your  genuine  respect  for  them,  by  your  thorough  prepara- 
tion, by  your  frankness  and  honesty,  by  habitual  self-respect, 
make  your  scholars  trust  and  respect  you. 

(3)  Gain  the  love  of  your  class.  Love  begets  love.  The 
"small  sweet  courtesies"  will,  when  real,  secure  affection. 


172  WESTMINSTER  NORMAL   OUTLINES 

(4)  Keep  every  scholar  occupied  every  moment  of  the 
time. 

(5)  Win  and  hold  the  attention  of  the  scholar. 

(6)  Combine  firmness  and  decision  with  courtesy  and  gen- 
tleness.    "  Suaviter  in  modo,  fortiter  in  re^ 

(7)  Train    yourself    into    habits   of    perfect   self-control 
as  to — 

A.  Manifestations  of  anger  or  irritation. 

B.  Levity  or  moroseness  of  manner. 

C.  Manifestations  of  partiality. 

D.  Treatment  of  dull  and  disagreeable  scholars. 


LESSON    XIII. 

VISIBLE  ILLUSTRATION. 


For  outline  on  "  Illustration  of  the  Lesson  "  see  We^ivmisiter  Normal  Out- 
lines, Junior  Course,  pp.  94,  95. 

I.  Variety  of  Visible  Illustrations. 

1.  Blackboard,  slate  or  paper  illustrations. 

2.  Pictures,  maps  and  charts. 

3.  Models  and  objects. 

4.  Dramatic  action. 

II.  The  Utility  of  Visible  Illustration. 

1.  It  charms  the  attention  of  even  dull  minds. 

2.  "  The  eye  is  one  of  the  most  im})ortant  of  the  avenues 
through  which  the  knowledge  of  the  outside  world  enters 
the  mind.  Eye-Gate  is  well  located,  wide  and  much  used. 
Whole  caravans  of  knowledge  pass  through  it  daily." 


VISIBLE  ILLUSTRATION.  173 

3.  "  The  things  which  are  seen  "  make  a  quicker  impres- 
sion on  the  imagination  and  heart  and  memory  than  tiiose 
which  are  not  seen. 

4.  God's  first  revelation  was  by  visible  illustration  in  na- 
ture (Rom.  i.  20 ;  Ps.  xix.  1,  etc.). 

5.  Christ  (Matt,  xviii.  2)  "called  a  little  child  unto  him 
and  set  him  in  the  midst  of  them.''  He  said  (Matt.  xxii. 
1 9),  "  Show  me  the  tribute-money."  All  Christ's  miracles 
have  been  called  "parables  in  action." 

6.  The  whole  Mosaic  ritual  was  a  grand  series  of  divine- 
ly-appointed "  object-lessons,"  or  visible  illustrations  and 
types  of  truth. 

7.  The  prophets  were  accustomed  under  divine  inspiration 
to  use  striking  outward  acts  to  impress  truth.  (See  Jer.  xiii. 
1-11;  Ezek.  iv.  1-3,  4-13;  v.  1-5;  xii.  3-12;  Acts  xxi. 
10,  11.) 

III.  Methods  of  u.  ing  Visible  Illustrations. 

1.  Blackboard.  (Slate  and  paper  in  classes  where  a  black- 
board cannot  be  placed.) 

(1)  It  can  be  used  as  a  bulletin-board,  to  announce  lesson, 
hymns,  report  of  the  school  or  class,  church  and  other  meet- 
ings. 

(2)  It  can  be  used  to  present  a  picture  or  plan  or  outline 
of  the  lesson,  and  to  aid  in  the  review  of  the  lesson. 

A.  Usually  such  a  blackboard  exercise  should  be  simple. 

B.  Should  be  done  in  the  presence  of  the  class.  When 
produced  before  the  eye  such  an  exercise  is  more  interesting 
and  impressive. 

C.  Should  not  be  too  elaborate. 

D.  Should  not  consist  of  mere  symbols,  lest  it  degenerate 
into  a  rebus  or  ]>ioture-piizz1e. 


174  WESTMINSTER  NORMAL   OUTLINES. 

E.  Should  grow  as  the  lesson  is  developed — 
(a)  To  aid  in  developing  the  lesson ; 

(6)  Because  scholars  take  an  interest  much  more  intense 
in  what  they  see  made  or  help  make  than  in  any  other  Avork, 
however  elaborate  and  beautiful. 

F.  It  is  well  to  have  every  scholar  draw  the  illustration 
for  himself  as  the  teacher  draws  it.  This  will  fix  attention 
and  promote  order. 

Let  each  scholar  be  provided  with  blank  paper,  pad  and 
pencil  for  this  purpose. 

(3)  The  Round  Lake  Guide  points  out  the  following  blun- 
ders sometimes  made  by  blackboard  specialists : 

"  1.  Too  much  time  spent  in  producing  blackboard  effects. 

"  2.  Too  much  attempt  at  display  of  artistic  power. 

"  3.  Too  much  effort  at  ingenuity  of  design. 

"  4.  The  exercises  are  too  complicated. 

*^  5.  Some  of  the  pictorial  illustrations  are  inaccurate." 

2.  Pictures,  Charts  or  Maps. 

(1)  These  cannot  be  used  as  frequently  as  the  blackboard. 

(2)  It  will  be  well  to  keep  them  out  of  sight  until  you 
are  ready  to  use  them.  You  thus  stimulate  curiosity  and 
gain  by  the  surprise-power. 

(3)  When  you  show  the  picture,  etc.,  let  the  scholars  see 
for  themselves. 

3.  Object  Illustration. 

(1)  True  object-lessons  can  very  seldom  be  given  in  the 
Sabbath-school. 

(2)  You  can  show  the  objects  named  in  the  lesson. 

(3)  Permit  the  scholars  to  handle  as  well  as  look  at  the 
objects. 


MAP-SKETCHING.  1 75 

4.  Dramatic  Action. 

(1)  Not  merely  appropriate  gesture. 

(2)  May  be  used  in  giving  ideas  of  shape,  size,  direction, 
motion,  action  of  machines — e,  g.  Oriental  mode  of  grinding 
corn. 

(3)  Teachers  may  often  substitute  actions  for  words  with 
profit  to  themselves  and  others.  Deaf-mutes  substitute  ac- 
tion for  speech,  and  their  gestures  are  readily  comprehended 
and  are  full  of  force  and  meaning. 

N.  B.  Attempts  under  this  head  should  be  carefully  guarded,  lest  in  seek- 
ing to  become  interesting  we  become  absurd  and  ridiculous. 

Normal  Drill, 

1.  What  four  kinds  of  visible  iUustrations  can  you  mention? 

2.  Mention  considerations  showing  the  usefulness  of  such  illustrations. 

3.  Give  inspired  examples  of  their  use. 

4.  To  what  uses  can  the  blackboard  be  put  ? 

5.  Give  rules  for  making  blackboard  lessons. 

6.  What  are  some  blunders  of  blackboard  specialists  ? 

7.  Give  counsels  for  using  maps,  pictures  and  charts. 

8.  How  should  object-illustrations  be  presented  ? 

9.  Give  rules  for  use  of  dramatic  action  in  teaching. 

Note. — It  has  been  wisely  suggested  that  a  good  way  to  get  a  visible  il- 
lustration well  in  hand  is  to  present  it  to  some  child  during  the  week  and 
note  how  it  impresses  him. 


LESSON    XIV. 

MAP-SKETCHING. 


Map-dkawing  may  be  divided  into  two  distinct  exercises, 
map-sketching  and  cartography.  The  latter  includes  projec- 
tion, filling  in  accurate  details,  coasting,  coloring,  etc.,  and 


176  WESTMINSTER  NORMAL   OUTLINES. 

has  no  place  in  a  Sunday-school  lesson.  The  map-drawing 
done  in  Sunday-schools  should  occupy  the  shortest  possible 
time,  and  should  be  so  simple  that  every  teacher  and  every 
pupil  in  the  intermediate  and  advanced  classes  should  be  able 
to  do  it  quickly  and  creditably. 

Map-drawing  hobbyists  have  devoted  so  much  attention 
to  the  difficult  and  almost  unattainable  parts  of  the  art  that 
they  have  convinced  most  Sunday-school  teachers  that  it  is 
an  elaborate  science,  requiring  a  vast  amount  of  natural 
ability  to  understand  it,  and  a  great  deal  of  skill  and  train- 
ing in  order  to  put  it  in  practice.  All  this  is  a  mistake.  The 
average  teacher  and  pupil  can  sketch  a  map  of  Palestine  in 
one  minute ;  the  practiced  teacher  or  pupil  can  do  it  in  one- 
half  that  time,  and  without  guessing  relative  distances. 

Is  it  desirable  that  every  pupil  should  actually  do  the  work 
of  map-sketching  for  himself?     Certainly. 

Is  it  not  sufficient  for  him  to  look  at  maps  sketched  by  his 
teacher?     Decidedly  not. 

Will  it  not  do  for  him  to  watch  his  teacher  sketching  his 
maps  ?  No ;  although  the  latter  is  a  much  more  educative 
process  than  the  former. 

Mere  looking  is  often  greatly  overestimated  as  a  means  of 
learning.  The  only  way  in  which  a  pupil's  active  attention 
can  be  secured  is  by  making  him  do,  either  with  tongue  or 
hand,  the  work  he  is  learning.  He  may  hear  or  look  with- 
out being  roused  even  to  receptive  mental  activity,  but  if  his 
hand  has  to  do  any  work  his  own  brain  must  guide  it,  so  that 
he  must  be  stirred  not  only  to  receptive  but  productive  men- 
tal activity.  One  productive  effi:)rt  impresses  the  mind  more 
than  a  dozen  receptive  efforts;  doing  a  thing  once  will  fix  it 
in  the  memory  more  firmly  than  hearing  about  it  or  simply 
looking  at  it  several  times. 

It  is  therefore  exceedingly  desirable  that  every  pupil   in  a 


MAP-SKETCHING.  1 7  7 

class,  as  well  as  the  teacher,  should  sketch  maps  as  they  may 
be  required. 

To  do  this  well  will  require  brief  explanation,  practice, 
and  a  paper  pad  and  lead-pencil  for  each  pupil.  The  paper 
pad  can  be  made  or  purchased  for  a  few  cents,  and  is  in 
every  conceivable  respect  better  for  class-use  in  Sunday- 
school  than  a  slate.  Some  prefer  a  blank-book  made  of 
good  printing-paper  to  a  pad. 

I.  General  Instructions. 

1.  Avoid  fine  ma])-drawing  in  Sunday-school. 

2.  Do  only  such  sketching  as  can  be  done  easily  and  quickly. 

3.  Do  not  attempt  to  draw  coast-lines  with  strict  attention 
to  details  of  a  minute  character;  give  these  lines  consider- 
able freedom  and  dash.  A  coast-line  should  not  resemble 
the  teeth  of  a  saw.  Accuracy  is  essential,  but  not  accuracy 
in  unimportant  particulars.  What  is  needed  is  correctness 
in  the  relative  size  and  position  of  the  countries  sketched, 
and  not  exactness  in  regard  to  anything  that  is  not  charac- 
teristic. Teachers  should  remember  that  they  are  not  draw- 
ing charts  for  the  guidance  of  mariners. 

4.  Most  maps  should  be  based  on  guide-  or  construction- 
lines  of  some  kind.  The  simplest  for  all  maps  are  squares 
or  oblongs.  These  are  easily  made  with  accuracy,  and  by 
the  use  of  either  of  them  the  shape,  relative  proportions  and 
direction  of  coast-lines  may  be  correctly  fixed.  By  any  other 
system  the  drawing  of  the  construction-lines,  except  by  guess- 
ing direction  and  distances,  is  more  difficult  to  remember  and 
do  than  the  sketching  of  the  map  itself. 

5.  When  deciding  how  many  squares  to  use  in  sketching  a 
map  the  teacher  should  be  guided  by  the  peculiar  shape  of 
the  country  to  be  sketched.  The  squares  should  be  made  to 
fit,  so  that  either  at  their  corners  or  at  the  centres  of  their 

M 


178  WESTMINSTER  NORMAL   OUTLINES 

sides  they  shall  cross  the  most  prominent  parts  of  the  coast- 
line. 

In  the  map  of  the  Scriptwe  IFor/d,  sketched  on  p.  179,  the 
whole  of  the  coast-line  of  Asia  and  Africa  sliould  be  drawn 
without  lifting  the  pencil,  and  it  should  cross  the  Gentre  of 
the  side  of  a  square  every  time  except  at  the  point  h.  There 
is  no  other  portion  of  the  world  so  difficult  to  sketch  as  this. 
Squares  can  be  adjusted  to  fit  the  points  of  a  map  by  using 
a  frame  with  threads  crossing  it  in  both  directions  to  repre- 
sent the  construction-lines.  These  threads  can  be  moved  so 
as  to  make  the  squares  larger  or  smaller;  and  the  whole 
frame  can  be  moved  over  the  map  to  be  drawn,  so  as  to 
bring  the  prominent  parts  of  the  squares  over  the  important 
features  of  the  coast-line.  It  is  only  necessary  then  to  sub- 
stitute construction-lines  for  the  threads,  and  the  work  of 
sketching  is  a  very  simple  matter. 

6.  The  size  of  the  map  may  be  decided  by  the  size  of  the 
squares.  The  number  of  squares  should  always  remain  the 
same. 

7.  The  construction-squares  for  maps  might  be  prepared 
in  large  numbers  for  class-use  by  the  use  of  the  printograph 
or  electric  pen. 

8.  Coast-lines,  rivers,  etc.  should  be  drawn  very  faintly 
at  first  until  the  correct  positions  have  been  fixed. 

II.    Instructions     for    Sketching    the    Scripture 
World. 

1.  Draw  twelve  squares,  four  long,  three  wide. 

2.  Draw  the  coast-line  from  a  to  c  without  lifting  the  pen- 
cil. This  line  crosses  the  centre  of  the  side  of  a  square 
in  every  case  but  at  b. 

3.  Fill  the  north-western  square  with  three  irregular  par- 
allel lines  from  the  ])()ints  1,  2  and  3,  which  divide  the  up- 


MAP-SKETCHING. 


179 


per  side  into  three  equal  parts.  The  point  of  Italy  may  then 
be  easily  completed. 

4.  The  Grecian  wedge  can  readily  be  fitted  in  between  the 
parts  already  drawn,  by  a  little  practice. 

In  this  way  a  map  of  the  most  irregular  part  of  the  earth's 
surface  may  be  sketched  with  sufficient  accuracy  for  all  prac- 


tical purposes  in  less  than  a  minute.  Having  sketched  the 
portion  indicated,  countries  to  the  east  may  be  added  with- 
out further  difficulty. 

III.  Instructions  for  Drawing  Palestine. 

1.  Draw  an  oblong,  length  twice  its  width. 

2.  Mark  the  point  2  one-third  of  the  length  from  the 
north-east  corner,  and  4  at  the  same  distance  from  the  south- 
west corner. 


180  WESTMINSTER  NORMAL   OUTLINES 

3.  Draw  the  coast-line  with  a  general  direction  from  2  to 
3,  and  sweeping  out  to  4  at  the  bottom.  The  one  prominent 
projection  occurs  when  about  a  third  of  the  line  has  been 
drawn. 

4.  Halfway  between  1  and  2  commence  a  faint  line,  ex- 
tending it  straight  down  the  map.  This  will  give  the  gen- 
eral position  of  the  Jordan  and  the  seas. 

5.  Divide  the  length  of  this  line  into  thirds  (measuring 
approximately  with  the  eye). 

a.  The  upper  third  point  marks  the  lower  part  of  the  Sea 
of  Galilee. 

h.  The  lower  third  point  marks  the  upper  part  of  the  Dead 
Sea. 

This  map  may  be  extended  east  and  south,  as  may  be  ne- 
cessary, when  the  chief  features  have  been  located  as  directed 
above.  The  time  occupied  in  sketching  Palestine  should  not 
exceed  half  a  minute. 

Note. — It  is  an  excellent  practice  to  test  pupils  frequently  at  the  close 
of  a  lesson  by  giving  them  the  names  of  a  few  important  places,  and  re- 
quiring each  one  to  locate  them  on  his  map.  They  can  compare  them 
with  correct  maps  at  home,  make  changes  where  necessary,  and  return 
them  on  the  following  Sunday  for  examination. 


LESSON  xy. 

THE  TEACHER  DEALING  WITH    INQUIRERS. 

Note  1. — The  physician  is  trained  to  know  what  to  do  promptly  in  a 
sudden  emergency.  When  an  accident  occurs  or  a  sudden  attack  of  dan- 
gerous sickness  comes,  then  the  physician  cannot  take  time  to  study  the 
best  mode  of  treatment.  Life  may  depend  on  his  deciding  at  once  what  is 
best  to  do.  He  is  therefore  taught  beforehand  how  to  treat  such  cases.  The 
teacher  is  a  physician  of  souls.  There  are  times  of  sudden  crisis  in  the 
history  of  human  hearts, 


16 


181 


182  WESTMINSTER  NORMAL   OUTLINES. 

"  When,  wounded  sore,  the  stricken  soul 
Lies  bleeding  and  unbound." 

Teachers  ought  to  be  instructed  beforehand  how  to  deal  with  such  cases. 

Note  2. — The  Kev.  Dr.  Charles  Hodge  once  said :  "  There  are  times 
of  emergency  in  every  man's  experience — times  when  the  question.  What 
nmst  I  do  to  be  saved  ?  must  be  answered  without  delay  and  with  clear- 
ness and  authority."  "  It  is  well  to  have  the  answer  which  God  has  given 
to  this  question  graven  on  the  palms  of  our  hands."  We  shall  need  to 
i-ead  it  sometimes  when  our  sight  is  very  dim. 

In  directing  inquirers  or  persons  interested  in  obtaining 
salvation — 

I.  Be  careful  that  you  are  abiding  in  Christ.  It  is  when 
you  are  rejoicing  in  sins  forgiven  and  acceptance  in  the  Be- 
loved that  you  best  can  do  this  work.  Be  in  the  Spirit ; 
rely  for  success  only  on  the  Spirit. 

II.  While  you  direct  them,  you  should  have  a  deep  love 
for  their  souls  and  a  yearning  desire  for  their  salvation 
(Rom.  X.  1 ;  ix.  1-3). 

III.  Remember  that  your  only  means  is  God's  word.  Not 
your  explanation  of  it,  but  the  gospel  itself  is  the  power  of 
God  unto  salvation.  If  possible,  have  your  Bible  in  your 
hand  and  read  it  to  the  inquirer. 

IV.  Never  try  to  prove  to  the  inquirer  that  the  Bible  is 
God's  word.  Treat  all  doubt  as  sin — the  worst  of  all  sin. 
To  all  doubters  say,  "He  that  believeth  and  is  baptized 
shall  be  saved,  but  he  that  believeth  not  shall  be  damned  " 
(Mark  xvi.  16).  The  inquiry-room  is  no  place  for  "  evi- 
dences of  Christianity.'' 

V.  Find  out  the  precise  condition  of  the  inquirers. 

1.  One,  perhaps,  is  a  backslider;  read  to  him  Hos.  xiv. 
1,  2,  4 ;  call  to  his  mind  David  and  Peter. 

2.  Some  are  only  partially  convicted ;  read  Isa.  i.  5,  6 ; 
liii.  6 ;  Rom.  iii.  23 ;  1  John  i.  10. 


THE  TEACHER  DEALING    WITH  INQUIRERS.      183 

3.  One  is  overwhelmed  with  conviction — cannot  believe 
that  salvation  is  for  him ;  read  Isa.  i.  18 ;  liii.  4,  5 ;  1 
Pet.  ii.  24;    John  vii.  37;  Rom.  v.  6-8. 

4.  Another  may  not  understand  what  it  is  to  believe.  He 
must  be  taught  from  God's  word  to  receive  Christ  and  trust 
in  him  (John  iii.  15,  16) — that  it  is  simply  taking  salvation 
as  a  gift  (Rom.  vi.  23 ;  Rev.  xxii.  17). 

5.  A  great  many  are  troubled  because  they  do  not  feel 
enough.  Show  them  that  the  Bible  never  demands  feeling 
— that  it  does  demand  faith. 

6.  Another  is  afraid  to  start  in  the  Christian  life,  lest  he 
may  fall  away;  read  to  him  Isa.  xli.  10,  13;  2  Tim.  i.  12; 
Jude  24;  Rom.  viii.  35-39. 

YI.  Do  not  assure  inquirers  that  they  are  Christians.  Let 
the  Spirit  of  God  grant  "  the  assurance  of  faith  ''  and  "  the 
witness  of  the  Spirit." 

VII.  Do  not  expect  all  seekers  to  have  the  same  experi- 
ence. Remember  that  individuality  modifies  experiences  in 
conversion. 

YIII.  Commit  the  general  invitations — e.g.  Isa.  Iv.  1; 
Matt.  xi.  28;  Rev.  xxii.  17 — to  memory. 

IX.  Aim  at  nothing  less  than  the  inquirer's  immediate 
surrender  to  Christ. 

N.  B. — The  examination  on  this  subject  should  partake  of  the  character 
of  a  Christian  conference.  Let  each  one  mention  some  method  in  guiding 
inquirers  which  he  has  used  with  success.  Ask  what  are  some  general 
rules  for  working  with  inquirers.  How  should  backsliders  be  directed  ? 
How  those  partially  convicted?  etc.,  etc.  Then  let  the  nine  points  be 
taken  up  practically. 


184  WESTMINSTER  NORMAL   OUTLINES. 

LESSON    XVI. 

THE  TEACHER'S  WEEK-DAY  WORK, 

Note  1. — The  great  object  of  the  teacher  is  not  merely  to  occupy  an 
hour  and  a  half  of  the  scholar's  time  on  the  Sabbath,  or  to  win  his  atten- 
tion and  affection  by  cordial  manners  and  useful  instruction,  or  to  awaken 
his  mind  to  think,  or  to  inculcate  a  certain  series  of  Bible  and  Catechism 
lessons.     These  are  but  means  to  the  end. 

Note  2. — The  teacher's  great  end  is  the  salvation  of  every  scholar  in 
his  class,  "  to  turn  many  unto  righteousness,"  "the  perfecting  of  the  saints, 
the  edifying  of  the  body  of  Christ "  (Eph.  iv.  12-16). 

Note  3. — The  salvation  of  the  scholar  is  more  than  conversion,  more 
than  forgiveness  and  acceptance.  It  embraces  his  entire  sanctification,  his 
building  up  in  holiness,  in  a  Christ-like  character,  that,  whatsoever  he 
does  in  word  or  deed,  he  may  do  all  in  the  name  of  the  Lord  Jesus  (Col. 
iii.  17). 

In  the  light  of  these  facts,  consider — 

I.  Why  the  teacher  should  endeavor  to  influence  the  daily  life 
of  the  scholar. 

1.  Out  of  one  hundred  and  sixty-eight  hours  in  the  week, 
the  teacher  has  only  one  and  a  half  on  one  day.  He  must 
get  hold  of  the  week-day  hours  or  his  influence  is  slight. 

2.  These  week-days  are  the  seasons  of  the  scholar's  temp- 
tation, his  battlefield.  Satan  is  active  seven  days  of  the 
week. 

*3. 

4. 

5. 

*  The  student  is  requested  to  fill  the  above  blanks  with  written  answers 
to  the  questions. 


THE  TEACHER'S  WEEK-DAY  WORK.  185 

II.  What  things  in  the  scholar's  every-day  life  the  teacher 
should  endeavor  to  influence. 

1.  His  home-life,  his  treatment  of  father,  mother,  etc. 

2.  His  habits  of  devotion. 

3.  His  business  or  school  habits. 

4. 
5. 

III.  How  the  teacher  can  mould  the  week-day  life  of  the 
scholar. 

1.  By  possessing  himself  a  genuine,  consistent  Christian 
character — by  the  unconscious  influence  of  a  holy  life. 

2.  By  acquainting  himself  with  all  the  circumstances  of 
the  scholar — e.g.  what  kind  of  parents  he  has,  who  and 
what  are  his  associates  in  and  out  of  school.  He  should 
know"  what  the  scholar  is  reading  during  the  week.  (Re- 
call all  the  dangers  besetting  our  scholars  from  evil  books 
and  papers,  dime  novels,  sensational  periodicals.)  The 
teacher  should  know  the  business  or  work  of  the  scholar. 

3.  By  so  adapting  his  teaching  during  class  recitation  to 
the  scholar^s  needs  that  it  shall  abide  with  him  during  the 
week. 

4. 

5.  Give  your  ideas  on  visiting  your  scholars. 

(1) 

(2) 

(3) 
6. 
7. 


186  WESTMINSTER  NORMAL  OUTLINES. 

LESSON    XVII. 
BIBLE-STUDY  AT  HOME. 

I.  The  Object. 

The  object  is  to  offer  a  practical  system  for  carrying  out 
these  injunctions  of  the  Scriptures  and  of  the  Church — viz.: 
Deut.  vi.  6,  7,  "And  these  words,  which  I  command  thee 
this  day,  shall  be  in  thine  heart :  and  thou  shalt  teach  them 
diligently  unto  thy  children ;  "  Eph.  vi.  4,  "  Ye  fathers,  pro- 
voke not  your  children  to  wrath :  but  bring  them  up  in  the 
nurture  and  admonition  of  the  Lord."  Following  the  spirit 
of  these  divine  commands,  the  Directory  of  Worship,  chap. 
XV.,  sec.  5,  says :  "  Let  heads  of  families  be  careful  to  in- 
struct their  children  and  servants  in  the  principles  of  re- 
ligion. Every  proper  opportunity  ought  to  be  embraced  for 
such  instruction ;  but  we  are  of  the  opinion  that  Sabbath 
evenings,  after  public  worship,  should  be  sacredly  preserved 
for  this  purpose.'^ 

Our  Presbyterian  Church,  through  its  highest  judicatory, 
from  the  earliest  time,  has  again  and  again  declared  and  en- 
joined this  duty  of  parental  training.  The  Reunion  Assem- 
bly of  1870  (page  123)  unanimously  resolved  "that  the  As- 
sembly hereby  most  earnestly  reminds  parents  and  others  of 
the  duty  of  catechizing  children  and  youth,  and  enjoins  this 
duty  upon  them  as  one  whose  performance  no  instruction 
which  children  receive  in  the  Sabbath-school  or  elsewhere, 
outside  the  family,  can  supersede  or  supply.'' 

All  Christian  parents  are  under  a  solemn  vow  to  teach 
their  children  the  Bible.  When  presenting  them  for  bap- 
tism the  obligation  assumed  was,  "that  they  teach  the  child  to 
read  the  word  of  God  ;  that  they  instruct  it  in  the  principles 
of  our  holy  religion   as  contained    in  the   Scriptures  of  the 


BIBLE-STUD Y  AT  HOME.  187 

Old  and  New  Testaments,  an  excellent  summary  of  which 
we  have  in  the  Confession  of  Faith  and  in  tlie  Larger  and 
Shorter  Catechisms  of  the  Westminster  Assembly." 

It  is  evident  that  some  combined  effort  is  just  now  needed 
to  bring  parents  up  to  the  performance  of  these  duties  and 
the  fulfillment  of  their  vows.  From  all  sides  comes  evi- 
dence that  there  is  a  pressing  need  of  a  genuine  and  perma- 
nent revival  of  home  religion  and  parental  instruction  in  the 
Bible.  The  note  of  warning  sounded  at  the  Presbyterian 
Council  is  only  an  echo  of  a  loud  call  for  earnest  attention 
to  the  too-much-neglected  duty  of  Bible-study  at  home. 
This  object  therefore  commends  itself  to  every  pastor  and 
session,  and  to  every  Christian  parent. 

II.  The  Method. 

The  plan  suggested  is  an  earnest,  organized  effort  to  in- 
duce all  parents  to  give  some  time  each  week  to  the  study, 
with  their  families,  at  home,  of  that  lesson  in  the  Scriptures 
and  that  lesson  from  the  Catechism  appointed  for  use  in 
Presbyterian  Sabbath-schools  on  the  succeeding  Lord's 
Day,  and  the  promotion  of  this  end  by  getting  into  every 
one  of  our  homes  the  aids  furnished  by  the  Westminster 
Series  of  Lesson  Helps  prepared  by  our  Board  of  Publica- 
tion. Of  course  it  is  not  intended  that  the  home  Bible- 
study  shall  be  confined  to  these  lessons,  but  that  they  shall 
be  a  constant  part  of  such  study. 

The  advantages  of  this  method  are  great. 

1.  It  provides  the  father  and  mother,  desirous  of  teaching 
the  principles  of  our  holy  religion  to  their  children,  with  a 
system  of  scriptural  and  doctrinal  instruction.  This  is  a 
great  gain — to  be  able  to  say  not  merely,  ^*  Teach  the  Bible 
at  home,"  but  each  week  to  say,  "  Teach  this  lesson  from  the 
Bible  at  home." 


188  WESTMINSTER  NORMAL  OUTLINES. 

The  Westminster  lesson  system  is  complete.  It  embraces — 

(1)  A  series  of  Scripture  lessons,  selected  with  the  utmost 
care,  passing  in  seven  years  through  the  principal  books  of 
the  Bible. 

(2)  An  appropriate  topic  placed  at  the  head  of  each 
lesson. 

(3)  Particular  verses  of  the  lesson  selected  to  be  commit- 
ted to  memory. 

(4)  A  chosen  text  of  Scripture,  which  briefly  expresses  the 
central  idea  of  the  passage. 

(5)  For  each  day  of  the  week  a  passage  of  Scripture  indi- 
cated to  be  read,  as  bearing  on  the  week's  lesson. 

(6)  One  question  of  the  Shorter  Catechism  to  be  answered 
from  memory,  with  simple  questions  or  explanations  of  its 
principal  truths. 

2.  This  system  has  been  tried  for  eight  years  by  our  en- 
tire Church  in  its  Sabbath-school  instruction,  and  has  held 
its  place,  enduring  all  criticism,  and  constantly  widening  its 
circulation. 

3.  Much  of  the  best  scholarship  of  the  Church  is  engaged 
in  providing  the  best  expositions  and  interpretations,  illus- 
trations and  applications  of  these  lessons,  and  these  helps 
are  ready  for  the  hand  of  the  parent  at  home. 

4.  By  the  co-operation  of  parents  at  home,  teaching  these 
same  Bible  and  Catechism  selections,  the  scholars  can  be 
prepared  to  recite  their  lessons  in  the  Sabbath-school.  Our 
Sabbath -school  work  will  thus  be  rendered  tenfold  more  ef- 
fective than  it  is  at  present.  Indeed,  we  shall  never  have 
Sabbath-school  work  worthy  of  the  name  until  fathers  and 
mothers  teach  their  children  at  home,  and  the  Sabbath-school 
exercise  shall  become  the  recitation  by  the  scholar  of  what 
he  has  learned  of  the  Scripture  and  its  meaning  at  home. 

5.  By  this  means  the  Sabbath-school,  instead  of  being  an 


BIBLE-STUDY  AT  HOME.  189 

excuse  for  parents  to  neglect  Bible-teaching  at  home,  will 
become  a  stimulus  and  help  to  enable  them  "  diligently  to 
teach  these  things  to  their  children." 

6.  The  fact  that  all  the  homes  in  the  Church  are  studying 
the  same  lesson  will  prove  an  admirable  incentive  to  the  in- 
dividual parent,  and  will  increase  the  consciousness  of  the 
communion  of  saints,  and  the  unity  of  Christian  effort  will 
be  manifested.  * 

But  how  can  the  Westminster  Bible  Lessons  be  introduced 
into  every  home  ? 

1.  The  Presbyterial  Sabbath-school  committees,  appointed 
to  develop  Bible-study  and  Bible-teaching,  can  work  up  this 
method  in  their  Presbyteries. 

2.  The  most  of  the  real  work  will  fall  upon  pastors  and 
sessions.  Pastors  can  preach  on  parental  obligation  to  the 
children,  the  home  as  a  school  of  the  Bible  and  of  Christ, 
the  dangers  surrounding  our  homes,  and  the  safeguard  of 
Bible-study.  They  can  unfold  the  plan  of  the  Westminster 
Bible  Lessons  to  their  congregations,  and  show  them  the  need 
of  parents  co-operating  with  the  Sabbath -school. 

3.  Parents,  by  the  efforts  of  pastors  and  sessions,  can  be 
induced  to  provide  themselves  with  the  Westminster  Seizes 
of  Lesson  Helps,  especially  with  the  Westminster  Teacher, 
which  gives  suggestions  to  aid  and  guide  parents  in  instruct- 
ing their  cliildren.  By  this  help  the  parents  will  be  made 
familiar  with  the  lessons  and  daily  Bible-readings.  The 
Teacher  furnishes,  besides  other  helpful  matter,  a  complete 
commentary,  by  able  writers  and  practical  teachers,  on  every 
lesson  of  the  year.  By  its  aid  each  parent  can  easily  teach 
the  lesson  to  his  children. 


190  WESTMINSTER  NORMAL   OUTLINES. 

LESSON    XVIII. 

FITCH'S    RULES. 

Me.  J.  G.  Fitch,  of  the  Normal  College,  London,  has 
given  seven  maxims  which  embody  in  a  few  sentences  the 
principles  of  practical  teaching.  He  says  of  them,  "  They 
require  to  be  pondered  and  grasped  by  every  teacher." 
Nothing  better,  nothing  at  once  so  comprehensive  and  so 
practical,  can  be  found  anywhere  else  in  so  short  a  space. 

I.  **  Never  teach  what  you  do  not  quite  understand."* 

1.  Reasons: 

(1)  Accurate  knowledge  is  necessary  to  clear  teaching, 

(2)  Scholars  soon  detect  and  despise  a  teacher's  ignorance 
of  a  lesson  ;  thus  all  influence  over  tlie  class  is  lost. 

(3)  Unless  we  understand  the  lesson  we  are  in  danger  of 
"handling  the  word  of  God  deceitfully"  (2  Cor.  iv.  2) — i.e. 
of  giving  it  a  wrong  meaning  and  application. 

For  further  reasons  for  study  of  the  lesson  see  Westminster 
Normal  Outlines^  Junior  Course,  pp.  71,  72. 

2.  Violations : 

Neglect  of  preparation  of  the  lesson.  Attempting  to 
teach  difficult  things  which  we  have  not  mastered.  (It  is 
better  to  confess  our  want  of  knowledge  of  some  things.) 

II.  "  Never  tell  a  child  what  you  could  make  that  child  tell 
you." 

1.  Reasons: 

(1)  This  rule  accords  with  the  fundamental  principle  of 

*  Mr.  Fitch  is  responsible  only  for  the  rules.  The  writer  is  responsible 
for  the  expositions. 


FITCH'S  RULES.  191 

all  teaching — '^  the  mind  is  not  a  vessel  to  be  filled,  but  an 
organism  to  be  developed." 

(2)  It  injures  the  mind  to  pour  in  that  knowledge  which 
it  already  has;  it  benefits  the  mind  to  draw  out  from  it  the 
expression  of  knowledge  which  it  has. 

(3)  The  scholar  will  better  remember  what  he  has  uttered 
than  things  repeated  by  the  teacher. 

(4)  The  violation  of  this  rule  dissipates  the  attention  of 
the  class. 

(5)  By  making  scholars  tell  what  they  know  you  induce 
an  activity  of  mind  which  will  readily  grasp  new  knowledge 
imparted  by  you. 

2.    Violations : 

(1)  Thousands  of  teachers  habitually  and  constantly  vio- 
late this  rule  by  doing  all  the  talking  themselves,  instead  of 
inducing  their  scholars  to  talk. 

(2)  By  failure  to  question  the  class,  to  review,  etc.  etc. 

III.  "  Never  give  a  piece  of  information  without  asking  for  it 
again." 

1.  Reasons: 

(1)  It  will  quicken  the  attention  of  the  class  to  know  that 
they  will  be  asked  to  give  again  what  is  uttered. 

(2)  By  hearing  the  scholar  give  again  in  his  own  words 
what  you  have  taught,  you  can  detect  his  misunderstanding 
or  his  difference  of  views  from  yours. 

(3)  Violations  of  this  rule  produce  listlessness,  inattention 
and  indifference  in  the  scholar. 

2.  Violations  : 

(1)  Neglecting  to  review. 

(2)  Attempting  to  teach  so  many  things  that  there  is  no 
time  for  asking  for  them  again. 


192  WESTMINSTER  NORMAL  OUTLINES. 

Normal  Drill, 

1.  Recite  from  memory  the  first  three  of  Fitch's  Rules? 

2.  What  is  the  meaning  of  the  first  rule  ? 

3.  Why  should  no  teacher  attempt  to  teach  what  he  does  not  quite  un- 
derstand ? 

4.  Mention  some  common  violations  of  this  rule. 

5.  What  is  the  practical  meaning  of  the  second  rule  ? 

6.  Give  the  reasons  for  it. 

7.  Mention  the  violations  of  it. 

8.  Explain  the  practical  carrying  out  of  the  third  rule, 

9.  Why  should  the  teacher  ask  for  every  piece  of  information  he  gives? 
10.  How  is  this  rule  violated? 


LESSON   XIX. 

FITCH'S    RULES    (Continued). 

ly.  "  Never  use  a  hard  word  if  an  easy  one  will  convey  your 
meaning,  and  never  use  any  word  at  all  unless  you  are  sure 
it  has  a  meaning  to  convey." 

The  treatment  of  this  principle  will  lead  us  to  consider 
the  whole  subject  of 

THE  TEACHER'S  ART  OF  PUTTING  THINGS. 

"And  so  spake  that  a  great  multitude,  both  of  the  Jews  and  also  of  the 
Greeks,  believed"  (Acts  xiv.  1). 

I.  Defined. 

1.  By  the  teacher's  art  of  putting  things  I  mean  the  teach- 
er's style,  his  mode  of  putting  his  thoughts  into  words,  his 
choice  and  arrangement  of  his  words  in  teaching ;  e,  g.  the 
teacher  has  the  matter  of  next  Sabbath's  lesson  in  his  mind. 


FITCH'S  RULES.  193 

How  shall  he  so  state  it,  question  his  class,  illustrate  and 
apply  the  truths,  that  the  lesson  shall  have  the  greatest 
effect? 

2.  The  first  quality  of  style  is  clearness. 

(1)  The  worst  fault  of  style  is  that  the  words  are  not 
understood.  Yet  how  many  words  and  expressions  are 
used  by  teachers  which  convey  no  meaning  or  a  wrong 
meaning  to  the  scholar! 

(2)  We  should  endeavor  so  to  s})eak  that  the  class  cannot 
help  understanding  us.  Hab.  ii.  2  :  "  Write  the  vision  and 
make  it  plain  upon  tables,  that  he  may  run  that  readeth  it." 

(3)  The  example  of  all  the  writers  of  the  Bible,  of  our 
Lord  himself,  whom  the  common  people  heard  gladly,  and 
of  Paul,  who  used  great  plainness  of  speech,  and  who  com- 
mands us  to  give  milk  to  babes,  teaches  us,  above  all  else 
in  our  style,  to  aim  at  clearness.  Paul  says  (1  Cor.  xiv.  19), 
"  I  had  rather  speak  five  words  with  my  understanding,  that 
by  my  voice  I  might  teach  others  also,  than  ten  thousand 
words  in  an  unknown  tongue." 

3.  The  second  quality  of  style  is  force — i.  e.  energy,  live- 
liness and  strength. 

4.  The  third  quality  of  style  is  beauty. 

II.  Acquired. 

1.   To  acqidre  clear-ness. 

(1)  Form  in  your  mind  clear  ideas  of  the  truth.  One 
reason  why  so  many  nv.-  indistinct  words  is  that  their 
thoughts  are  indistinct.  W  henever  you  think  clearly,  and 
your  heart  is  in  it,  yon   \vill  teach  clearly. 

(2)  Use  plain  words.  I  do  not  say  always  short,  or  even 
always  Saxon,  words,  \n\\  the  words  which  are  easily  under- 
stood by  the  scholar.  F.et  your  language  be  perfectly  clear 
and  simple. 

17  N 


194  WESTMINSTER  NORMAL    OUTLINES. 

(3)  Remember  that  good  illustrations  make  truth  clear. 

(4)  Study  the  style  of  the  Bible,  especially  study  the  style 
of  Jesus,  to  acquire  clearness. 

(5)  From  Christ  (never  man  spake  like  this  man)  learn 
to  state  truth  concretely,  not  abstractly. 

(6)  Sometimes  use  hard  words,  to  make  your  scholars 
think.     Afterward  explain  them. 

(7)  Pray  for  power  to  use  great  plainness  of  speech. 

2.  To  acquire  force. 

(1)  So  turn  over  the  truth  in  your  mind  that  as  you  muse 
the  fire  will  burn  ;  out  of  the  fullness  of  the  heart  the  mouth 
speaketh. 

(2)  Seek  the  aid  of  God's  Spirit  to  demonstrate  with  power 
the  truth  to  you  and  to  the  class. 

(3)  Deeply  imbue  yourself  with  the  energy  of  the  Bible 
style. 

3.  To  acquire  beauty  of  style. 

(1)  Read  prayerfully  the  most  beautiful  passages  of  the 
Bible. 

(2)  Cultivate  love  for  your  scholars,  and  let  it  form  your 
style. 

(3)  Never  sacrifice  clearness  or  force  to  beauty. 

Normal  Drill, 

1.  Repeat  Fitch's  fourth  rule. 

2.  What  is  meant  by  "  the  teacher's  art  of  putting  things  "  ? 

3.  Why  is  clearness  regarded  as  the  most  important  quality  of  style? 

4.  Give  examples  from  the  Bible  of  a  clear  style. 

5.  Why  do  we  say  force  is  the  second  quality  of  style  ? 

6.  What  is  the  importance  of  beauty  in  style  ? 

7.  How  can  the  teacher  learn  to  teach  with  clearness? 

8.  How  can  he  add  force  to  his  manner  of  putting  things  ? 

9.  How  can  the  teacher  acquire  a  beautiful  style? 


FITCH'S  RULES.  195 

LESSON   XX. 

FITCH'S    RULES    (Concluded). 

Y.  ''  Never  begin  an  address  or  a  lesson  without  a  clear  view 
of  Its  end." 

1.  Meanirig : 

(1)  The  aim  of  every  lesson  should  be  to  lead  every  un- 
converted scholar  to  Christ,  and  to  sanctify  every  converted 
scholar. 

(2)  For  this  the  main  truth  in  the  lesson  should  be  im- 
pressed on  every  heart. 

(3)  To  make  this  impression  by  the  Spirit's  power  is  the 
true  end  of  the  lesson.  To  see  distinctly  the  exact  impres- 
sion desired,  to  determine  to  make  it,  and  ])rayerfully  and 
earnestly  to  use  every  power  to  make  it, — this  is  practical 
teaching. 

2.  Reasons : 

(1)  Aimlessness  in  teaching  is  proof  of  a  lack  of  earnest- 
ness. 

(2)  A  definite  object  gives  unity-to  the  lesson  and  com- 
mands attention. 

(3)  The  possession  of  a  distinct  purpose  in  a  lesson  de- 
velops the  will-power  of  the  teacher.  It  tones  up  the  en- 
tire exercise.  The  scholar  catches  the  impression  that  the 
teacher  means  business. 

3.  Violations : 

(1)  Want  of  preparation  of  the  lesson.  We  cannot  aim 
to  impress  truth  of  which  we  are  ignorant. 

(2)  Allowing  the  class  to  wander  from  the  lesson. 

(3)  Use  of  illustrations  which  are  inappropriate  and  point- 


196  WESTMINSTER  NORMAL  OUTLINES. 

VI.  "  Never  give  an  unnecessary  command,  nor  one  which 
you  do  not  mean  to  be  obeyed." 

VII.  "  Never  permit  a  child  to  remain  in  the  class  a  minute 
without  something  to  do  and  a  motive  for  doing  it." 

1.  Reasons: 

(1)  The  scholar  must  be  busy  with  something  aside  from 
the  lesson  unless  you  occupy  his  attention  with  the  lesson. 

(2)  If  part  of  the    class   is  inattentive,  the   inattention 
soon  spreads  to  the  others. 

2.  How  can  we  keep  every  scholar  busyf 

(1)  The  teacher   must  know  each  scholar  and  adapt  his 
methods  to  the  class. 

(2)  Skillful  questioning  will  hold  the  entire  class. 

(3)  If  any  scholar  manifests  the  slightest  inattention,  ask 
him  a  question. 

(4)  Treat  the  class  as  a  unit. 

(5)  Points  in  the  lesson  assigned  to  particular  scholars  the 
])revious  Sabbath  may  aid  in  this. 

Normnl   Drill. 

1.  Recite  Fitch's  seven  rules. 

2.  What  is  the  meaning  of  the  fifth  rule  ? 

3.  Give  the  reasons  for  a  definite  aim  in  teaching. 

4.  How  can  the  teacher  acquire  definiteness  of  aim? 

5.  What  are  some  violations  of  this  rule? 
t).  What  is  the  meaning  of  the  sixth  rule? 

7.  Why  should  the  entire  class  be  kept  busy? 

8.  How  can  this  be  done  ? 


ATTENTION.  197 

LESSON    XXI. 

ATTENTION. 
I.  Nature. 

1,  The  word  attention  is  derived  from  the  Latin  ad,  toward, 
and  tendere,  to  stretch.  Its  etymology  signifies  that  state  of 
the  mind  in  which  the  mind  stretches  toward  a  thing. 

2.  Attention  is  the  steady  application  of  the  mind  to  any 
object  or  truth.  It  is  not  merely  the  silent  and  controlled 
condition  of  the  body — not  merely  the  outstretched  neck,  the 
upturned  face  and  the  bodily  eye  looking  at  the  teacher  or 
the  object.  As  Mr.  Hughes  says,  "  A  pupil  may  look  with- 
out seeing,  listen  without  being  conscious  of  hearing,  and 
hear  without  comprehending.  He  may  sit  and  dream.  The 
mind  has  inner  as  well  as  outer  gates.  The  outer  gates  ad- 
mit merely  to  the  courtyard  of  the  mind.  A  great  many 
pupils  keep  the  inner  doors  closed  to  much  of  the  teaching 
done  by  their  teachers." 

Attention  must  include  the  application  of  the  mind  to  the 
teacher  and  the  matter  in  hand.  The  inner  gates  of  the  soul 
must  be  open,  and  these  gates  must  be  cleared  of  all  other 
thoughts  than  those  which  the  teacher  is  communicating. 
All  other  things,  all  other  interests — work,  play,  other  les- 
sons— must  for  the  time  be  banished  from  the  mind,  and  the 
whole  soul  concentrated  and  absorbed  in  the  lesson  and  the 
instruction  of  the  teacher.  This  is  the  kind  of  attention  for 
which  the  teacher  must  strive.  He  should  aim  at  preventing 
a  rambling  state  of  mind,  in  which  the  pupiFs  thoughts 
roam  from  one  object  to  another  without  fixing  on  any.  On 
the  other  hand,  he  must  awaken  the  pupil  from  indifference 
and  that  listless  state  of  mind  in  which  ideas  make  no  im- 
pression whatever. 

17* 


198  WESTMINSTER  NORMAL   OUTLINES. 

3.   Characteristics  of  genuine  (dtention. 

(1)  Attention  mast  be  willingly  given.  Outward  atten- 
tion or  a  resemblance  of  attention  may  be  forced,  but  the 
real  application  of  the  mind  must  be  voluntary.  "One  man 
may  lead  a  horse  to  the  water,  but  ten  men  cannot  make  him 
drink."  True  attention  is  not  gained  bv  commanding  it,  or 
by  coaxing,  threatening  or  scolding. 

(2)  We  aim  at  delighted  attention.  In  a  child  "  observa- 
tion, attention,  concentration  last  so  long  as  enjoyment  lasts, 
and  no  longer."  If  we  can  by  our  method  of  teaching  make 
the  lesson  attractive,  we  have  gained  our  end. 

(3)  We  aim  at  undivided,  intense  attention.  One  of  the 
signs  of  weakness  in  any  mind  is  being  unable  to  fix  all  the 
thoughts  on  one  thing.  One  of  the  highest  achievements 
of  any  teacher  is  to  train  a  pupil  to  be  able  to  give  entire, 
undivided,  intense  application  of  mind  to  one  subject.  This 
is  a  high  attainment.  This  may  not  be  possible  in  every 
part  of  every  lesson,  but  there  should  at  least  be  some  part 
of  every  lesson  which  will  arrest  the  involuntary  attention 
of  every  pupil.  If  only  one  flower  be  clearly  pictured  in 
the  memory,  that  one  serves  to  recall  the  ramble  and  its 
pleasures.  If  some  salient  or  culminating  point  in  a  lesson 
be  illustrated  or  presented  in  an  impressive  or  even  startling 
manner,  so  as  to  condense  the  attention  on  it,  it  will  form  a 
magnet  around  which  the  other  facts  taught  will  group 
themselves.  Bain  says:  "Intensity  of  sensation,  whether 
pleasing  or  not,  is  a  power."  Of  course  we  must  relax  our 
efforts  at  intensity  of  attention.  We  must  not  keep  the 
class  constantly  on  a  strain.  But  occasionally  it  should  be 
done. 

(4)  Attention  should  be  continuous.  While  great  intensity 
of  application  is  not  to  be  expected  throughout  the  lesson, 
willing,  delighted  and  undivided  attention  nnist  be  kept  up. 


ATTENTION.  199 

II.  Necessity. 

1.  Without  attention  all  teaching  is  a  failure.  Attention 
is  the  only  channel  through  which  you  can  communicate 
ideas  to  a  pupil.  To  say  that  your  class  is  inattentive  is  to 
say  the  class  is  learning  nothing.  Attention  is  the  most  im- 
portant act  of  the  mind.  Hence  such  commands  as  "  Attend 
to  know  understanding"  (Prov.  iv.  1),  ^^  Attend  to  the  words 
of  my  mouth  "  (Prov.  vii.  24),  '*■  My  son,  attend  to  my  wis- 
dom''  (Prov.  v.  1).  One  of  the  phrases  by  which  the  con- 
version of  Lydia  is  described  is,  "  She  attended  unto  the 
things  which  were  spoken  of  Paul.'^  The  salvation  of  our 
scholars  is  bound  up  in  their  attention  to  the  things  taught 
in  the  Bible. 

Dr.  J.  S.  Hart  says  :  "  There  is  and  there  can  be  no  teach- 
ing if  the  attention  of  the  scholar  is  not  secured.  The 
teacher  who  fails  to  get  the  attention  of  his  scholars  fails 
totally." 

2.  Tlie  kind  of  knowledge  of  our  pupils  will  be  in  exact 
projjortion  to  the  degree  of  their  attention.  The  difference 
between  the  educated  and  uneducated  is  just  here — in  their 
power  of  applying  the  mind  for  a  continuous  period  of  time 
upon  any  given  subject. 

Wilmott  says :  "  Attention  makes  the  genius ;  all  learn- 
ing, fancy  and  science  depend  upon  it." 

3.  Memory  is  dependent  on  attention.  The  reason  that  so 
many  things  fade  from  the  tablets  of  the  mind  is  that  they 
were  never  clearly  stamped  on  it.  There  are  other  things 
so  burned  into  our  memory  that  we  cannot  forget  them. 
They  were  burned  in  by  intense  attention.  Thousands  pass 
in  the  street;  they  seem  to  see  the  store- windows  with  their 
contents,  yet  they  may  be  unable  to  describe,  or  even  name, 
a  single  article  in  them.  They  paid  no  attention.  How 
many  hear  the  preacher's  voice,  yet  neither  understand  the 


200  WESTMINSTER  NORMAL   OUTLINES. 

words  nor  remember  them  !  The  teacher  should  endeavor  to 
realize  that  his  success  will  be  in  exact  proportion  to  his 
power  to  gain  and  hold  the  attention  of  his  pupils. 

Normal  Drill, 

1.  What  is  the  derivation  of  the  word  "attention  "? 

2.  What  is  its  present  meaning  ? 

3.  Disti aguish  between  external  and  mental  attention. 

4.  Prove  that  attention  should  be  willingly  given. 

5.  Why  should  we  aim  at  delighted  attention  ? 

6.  Give  reasons  for  aiming  at  undivided  attention. 

7.  What  is  the  power  of  intense  attention  ? 

8.  Prove  that  without  attention  teaching  is  a  failure. 

9.  Give  other  reasons  showing  the  necessity  of  attention. 


LESSON    XXII. 

CONDITIONS  OF  ATTENTION. 

I.  In  the  Teacher. 

1.  The  right  personal  character  attracis  attention  (see  Les- 
son III.).  During  the  French  Revolution  a  noted  leader 
introduced  to  the  mob  a  venerable  man  thus :  "  Men,  hear 
what  seventy  years  of  a  pure  life  have  to  say."  The  young 
have  an  intuitive  knowledge  of  character,  far  more  than  we 
usually  suppose.  They  love  genuineness  and  consistency. 
They  hate  hypocrisy,  gloominess  and  worldliness  in  a  relig- 
ious teacher.  Upon  their  love  for  their  teacher's  character 
will  depend  their  attention. 

2.  Self-control  draws  attention.  Self-control  arouses  the 
expectation  of  the  class.  The  very  appearance  of  possess- 
ing more   knowledge  and  feeling  than   is  shown  excites  the 


CONDITIONS  OF  ATTENTION.  201 

imagination  of  the  scholars  and  irresistibly  draws  them. 
Order  is  commonly  necessary  to  attention,  and  self-control 
in  the  teacher  is  the  secret  of  the  order  of  the  class.  All 
manifestations  of  the  teacher's  loss  of  self-control,  whether 
by  embarrassment,  confusion  of  ideas  or  words,  anger  or 
impatience,  weaken  his  hold  upon  his  class. 

3.  Cheerfulness  of  face  and  manner  aids  in  securing  atten- 
tion. The  young  are  averse  to  gloom.  Like  flowers,  they 
love  sunshine.  An  habitual  buoyancy  of  manner  has  for 
them  an  irresistible  charm.  When  the  teacher  loses  his 
cheeriness  he  loses  the  sympathy  of  his  class,  and  conse- 
quently their  attention. 

4.  Thorough  preparation  fairly  wins  attention.  Scholars 
are  quick  to  discern  any  lack  of  preparation  of  the  lesson 
in  the  teacher,  and  to  dismiss  attention.  They  respect  the 
complete  readiness  of  the  teacher. 

5.  Enthusiasm  enlists  attention.  When  the  soul  of  the 
teacher,  by  study,  meditation  and  prayer,  has  become  satu- 
rated with  divine  truth,  the  enthusiasm  is  contagious.  He 
becomes  magnetic.  He  is  filled  with  an  attraction  of  thought, 
faith  and  emotion  combined.  Some  one  has  said,  "  Enthusiasm 
is  well-directed  energy,  not  mere  excitement  or  an  assumed 
animation.  Enthusiasm  must  spring  from  a  genuine  fervent 
desire  to  accomplish  a  well-understood  purpose.  Enthusiasm 
in  teaching  must  grow  from  a  love  of  the  work,  a  thorough 
acquaintance  w^ith  the  subjects  to  be  taught,  and  a  deep  con- 
viction of  the  great  value  of  education  in  forming  the  char- 
acters and  securing  the  success  of  his  pupils."  Another 
says :  '^  Enthusiasm  is  not  a  reckless  zeal  without  knowl- 
edge, neither  is  it  that  overplus  of  feeling  or  action  that 
overdoes  the  work,  but  undoes  the  worker.  But  it  consists 
ill  the  combination  of  a  high  ajipreciation  of  the  importance 
of  your  work,  and   a   hearty  zeal  in  the  accomplishment  of 


202  WESTMINSTER  NORMAL  OUTLINES. 

that  Avork.  Fanaticism  is  zeal  without  knowledge;  indif- 
ference is  no  zeal  whatever;  enthusiasm  is  a  zeal  tempered 
by  prudence,  modified  by  knowledge.  Indifference  chills — 
enthusiasm  warms  and  quickens.  A  teacher  without  enthu- 
siasm has  no  right  to  be  a  teacher.  He  cannot  be  one  in  the 
truest  and  broadest  sense  without  it.'' 

6.   The  highest  attention  is  only  won  by  the  teachei'^s  being 
filled  with  the  Holy  Spirit 

II.  In  the  Teacher's  Methods. 

] .  All  the  lessons  on  Methods  of  Teaching  are  lessons  on 
securing  attention. 

In  Westminster  Normal  Outlines,  Junior  Course — 

(1)  Sabbath-school  Classification,  pp.  41,  42. 

(2)  Study  of  the  Lesson,  pp.  71,  72. 

(3)  Meaning  of  the  Lesson,  pp.  75,  76. 

(4)  Plan  of  the  Lesson,  pp.  81,  82. 

(5)  Adaptation  in  Teaching,  pp.  85,  86. 

(6)  How  to  Begin  a  Lesson,  pp.  90,  91. 

(7)  Illustration  of  the  Lesson,  pp.  94,  95. 

(8)  The  Teacher's  Manner,  pp.  100,  101. 

(9)  The  Teacher's  Review,  pp.  109,  110. 

(10)  The  Art  of  Questioning,  pp.  114,  115. 
In  this  volume — 

(11)  Lesson  or  Lecture— Which  ?  pp.  158-160. 

(12)  How  to  awaken  Interest  in  Study,  pp.  161-163. 

(13)  Study  Out  of  School,  pp.  163-165. 

(14)  Negative  Rules  for  Method  and  Manner,  pp.  165, 
166. 

(15)  Difficulties — How  to  Ov^ercome  them,  pp.  167-169. 

(16)  Sabbath-school  Order,  pp.  169,  170. 

(17)  Map-sketching,  pp.  175-180. 

(18)  Fitch's  Rules,  pp.  190-196. 


CONDITIONii   OF  ATTENTION.  203 

In  recalling  the  bearing  of  tliese  lessons  npon  the  work 
of  winning  and  holding  attention,  let  us  bear  in  mind  that 
the  more  important  elements  are  those  discussed  in  this  vol- 
ume, Lessons  I. -VI.,  }ip.  140-157. 

III.  In  the  Sabbath-school  Room. 

The  Oyclupcedia  of  Ecbication  (p.  60)  says  :  "Attention  requires  a  vigorous 
exercise  of  the  brain,  and  therefore  is  more  or  less  dependent  on  the  phys- 
ical condition.  When  this  has  been  exhausted  by  labor,  either  bodily  or 
mental,  or  weakened  by  disease,  attention  is  scarcely  possible,  and  the 
effort  to  give  it  is  injurious  because  it  induces  still  further  nervous  prostra- 
tion. Neither  should  deep  attention  be  exerted  or  attempted  immediately 
after  a  hearty  meal.  The  nervous  energy  is  then  directed  to  the  digestive 
functions,  which  active  cerebration  will  greatly  disturb.  Hence  the  diet 
of  a  student  should  be  light  but  nutritious.  The  brain  should  also  be  sup- 
plied with  thoroughly  oxygenated  blood.  No  one  can  think  well  in  an 
impure  atmosphere,  especially  if  it  is  contaminated  by  the  breathing  of 
many  persons.  In  this  way  children  often  suffer  a  serious  loss  of  health. 
They  are  crowded  into  apartments  too  small  for  the  number  to  be  accom- 
modated, and  very  imperfectly  ventilated,  and  are  at  the  same  time  ex- 
pected to  give  close  and  earnest  attention  to  the  subjects  of  instruction. 
This  is  a  physical  impossibility,  and  the  attempt  to  do  it  must  always  be 
followed  by  disastrous  results.  In  no  respect  has  the  aphorism,  *A  sound 
mind  in  a  sound  body,'  a  more  forcible  application  than  to  the  exercise 
of  attention." 

1.  The  room  must  be  large  enough  to  accommodate  the 
school  or  class. 

2.  The  room  must  he  well  lighted.  The  brightness  and  hap- 
piness of  scholars  depend  on  their  having  plenty  of  light. 
There  are  rich  congregations  which,  from  mere  penurious- 
ness,  indifference  or  carelessness,  are  placing  their  Sabbath- 
schools  or  their  primary  classes  in  dingy,  gloomy  rooms. 
Such  folly  ought  to  be  amended  by  the  efforts  of  superin- 
tendents and  teachers. 

3.  The  room  must  be  properly  ventilated. 

4.  The  teacher  should  personally  see  to  it  that  the  sexton 


204  WESTMINSTER  NORMAL    OUTLINES.  ' 

properly  regulates  the  temperature  of  the  room.     The  temper- 
ature should  be  about  65°  Fahrenheit. 

5.  Scholars  should  be  seated  comfoi'tably.  Their  feet  should 
not  dangle  above  the  floor  or  stools.  The  backs  of  the  seats 
should  fit  the  spinal  curvature. 

6.  The  scholars,  especially  the  younger  ones,  should  be  al- 
lowed occasionally  to  change  their  position.  In  primary 
classes,  whenever  the  scholars  become  restless  and  inatten- 
tive they  should  be  given  some  simple  physical  exercises. 
Merely  standing  up  and  sitting  down  will  be  better  than  no 
change  at  all. 

IV.  In  the  Scholar. 

1.  Proper  appreciation  of  the  importance  of  attention. 

2.  Love  for  the  teacher. 

3.  Love  for  the  Bible. 

4.  Conscientious  preparation  of  the  lesson  at  home. 

Normal  Drill, 

1.  Mention  six  qualifications  in  the  teacher  which  are  helpful  in  secur- 
ing attention. 

2.  Show  the  importance  of  each. 

3.  Show  the  bearing  of  our  lessons  on  methods  of  teaching,  upon  se- 
curing attention. 

4.  Mention  the  conditions  of  attention  in  the  room. 

5.  Show  how  our  physical  condition  affects  our  powers  of  attention. 

6.  What  are  the  conditions  of  attention  in  the  scholar  ? 


THE  CULTIVATION  OF  MEMORY.  205 

LESSON     X^III. 

THE    CULTIVATION    OF   MEMORY. 

1.  We  pemember,  among  other  things — 

(1)  Impressions  made  through  our  senses. 

(2)  Information  received  from  men  and  books. 

(3)  Our  reflections. 

2.  A  good  memory  must  be  clear,  definite,  retentive,  ready — 
must  not  be  shadowy,  confused,  oblivious,  slow. 

3.  Essentials  in  securing  a  retentive  and  ready  memory. 

(1)  Clearly- defined  ideas.  A  drive  through  a  new  district 
on  a  misty  day  gives  few  ideas  that  live  in  the  memory. 
Do  not  travel  in  a  mist  while  trying  to  memorize.  Do  not 
lead  or  drive  your  pupils  through  a  fog.  Do  not  bury  thought 
in  words.  By  cutting  the  seed  open  we  often  destroy  the 
germ  while  teaching. 

(2)  Thoroughness  in  teaching.  No  one  remembers  well  what 
he  only  partially  comprehends.  Give  time  for  ideas  to 
root.  Teach  slowly.  It  is  the  gentle  rain,  not  the  down- 
pour of  the  thunder-cloud,  that  penetrates  the  ground. 

(3)  Attention.  Positive,  undivided,  intense,  fixed.  No  re- 
membrance without  this.     (See  Lesson  XXL). 

(4)  Interest.  The  amount  of  interest  decides  the  intensity 
of  the  attention  given,  and  on  this  depends  the  permaneflce 
of  impressions. 

(5)  Pleasure  or  pain.  These  decide  the  depth  of  our  at- 
tention. 

(6)  Repetition. 

A.  To  ourselves. 

B.  To  others. 

18 


206  WESTMINSTER  NORMAL    OUTLINES. 

(a)  In  concert. 
(6)  Individually. 
Repeat,  drill,  review,  again  and  again. 

(7)  Association  of  ideas.  One  idea  calls  up  another.  Con- 
nect the  teaching  of  to-day  with  what  is  already  learned.  The 
old  forms  a  hook  for  the  new. 

(8)  Logical  arrangement  and  classification  of  ideas.  This 
is  a  (corollary  of  the  last. 

(9)  The  cultivation  of  the  senses,  that  they  may  be  acute, 
alert,  accurate,  attentive. 

(10)  Body  and  brain  should  be  in  a  vigorous  condition. 
Memorizing  new  thought  is  the  most  exhaustive  mental  ex- 
ercise. Memorize  in  the  early  part  of  life  and  of  the  day, 
and  in  winter  rather  than  summer 

4.  Aids  to  memopy. 

(1)  "Memoria  Technica,^^  such  as  the  use  of  letters  for  fig- 
ures, and  the  formation  of  "  key-words,"  may  be  useful.  This 
should  not  be  carried  too  far,  however. 

(2)  Alliteration.     (See  No.  9,  above,  etc.) 

(3)  Rhymes. 

"  Thirty  days  have  September, 
April,  June,  and  November." 

(4)  Initial  letters  of  a  list  of  names,  etc.,  as  B.  A.  W.  T., 
C.  C.  C,  P.  J.  (bought  three  hundred  precious  jewels),  to 
remember  Bede,  Alford,  Wickliflfe,  Tyndale,  etc.,  translators 
of  the  English  Bible. 


ATTENDANCE  OF  SCHOLARS  AT  CHURCH.         207 

LESSON    XXIV. 

ATTENDANCE   OF   SCHOLARS   AT   CHURCH. 

There  is  uo  subject  which  now  (March,  1881)  is  receiv- 
ing more  attention  from  those  interested  in  the  religious  edu- 
cation of  the  young  than  that  of  the  attendance  of  Sabbath- 
school  scholars  on  the  services  of  the  Church.  The  Second 
General  Council  of  the  Presbyterian  Alliance,  held  in  Phil- 
adelphia in  1880,  gave  it  consideration  ;  Synods  and  Presby- 
teries are  discussing  it;  Conventions  and  Institutes  give  it 
a  place  on  their  programmes ;  pastors  are  interested  in  it. 
As  officers  and  teachers  of  the  Sabbath-school  we  rejoice  to 
take  our  share  of  responsibility  in  settling  it. 

What  position  do  we  occupy  ? 

I.  Our  aim   is  to  train  every  scholar  regularly  to  attend  the 
preaching  service  of  the  Church. 

1.  The  Scriptures  command  us  to  gather  the  children  in 
the  public  worship  of  Almighty  God  (Deut.  xxxi.  12,  13; 
Ps.  cxlviii.  12,  13). 

2.  All  baptized  children  are  members  of  the  Church,  and 
as  soon  as  practicable  are  to  attend  the  church  worship.  (See 
Abrahamic  Covenant,  Gen.  xvii.  1-12;  Acts  ii.  39.) 

All  unbaptized  children  in  our  classes  are  to  be  considered 
and  treated  as  Sabbath-school  members  of  the  congregation, 
as  wards  of  the  Church  and  in  course  of  training  for  full 
membership  in   it. 

3.  All  children  are  by  nature  lost  sinners,  and  God  has 
appointed  the  preaching  of  the  word  to  be  the  most  import- 
ant means  of  their  salvation  (Ps.  li.  5;  Rom.  iii.  19,  23;  1 
Cor.  i.  21  ;  2  Cor.  v.  20).     If  e/iildren  cannot  attend  both 


208  WESTMINSTER  NORMAL   OUTLINES. 

church  and  the  Sabbath-schooly  by  all  means  let  them  attend  the 
church. 

4.  Spiritual  and  eternal  impressions  are  made  in  the  pub- 
lic worship  on  young  minds,  even  when  they  cannot  com- 
prehend the  preaching.  The  solemn  service,  the  public 
prayer,  the  word  read,  the  man  of  God,  the  sweet  hymns, — 
all  make  impressions  that  abide 

"  While  life  and  thought  and  being  last, 
Or  immortality  endures." 

5.  Of  inestimable  value  is  the  habit,  formed  in  early  years, 
of  frequenting  Jehovah's  courts  (Ps.  xcii.  13). 

6.  No  sight  is  more  beautiful  than  an  entire  family  in 
God's  Church. 

7.  All  these  considerations  are  intensified  where  parents 
are  not  church  attendants. 

II.  Methods  of  securing  the  attendance  of  all  our  scholars  at 
church. 

1.  Chy'istian  parents  should  begin  the  work.  If  they  love 
the  Church,  if  they  are  consistent,  if  they  long  for  God's 
courts,  their  children  will  catch  their  love  and  longing.  They 
will  of  course  follow  their  parents  to  church. 

But  in  cases  where  example  is  not  enough,  all  the  loving, 
unyielding  authority  of  the  father  and  mother  should  ensure 
their  children's  presence  in  the  church.  In  multitudes  of 
cases  professedly  Christian  parents  are  responsible  for  their 
absence.  They  accept  such  reasons  as  dissatisfaction  with 
the  preacher  or  with  officers  or  members  of  the  church  ;  or 
their  over-indulgent  regard  for  the  whims  of  their  children, 
or  a  false  fear  that  they  may  be  wearied,  or  the  fact  that 
they  attend  Sabbath-school,  etc.,  influences  them  to  consent 
to  their  rcmainintr  at   home. 


ATTENDANCE  OF  SCHOLARS  AT  CHURCH.  209 

Many  parents  do  not  provide  sufficient  sittings  at  church 
for  their  entire  family.  Some  speak  before  their  children 
of  their  minister  or  the  sermon  or  other  parts  of  the  church 
services  in  a  censorious  or  critical  or  irreverent  manner.  Is 
it  any  wonder  that  such  children  acquire  a  distaste  for 
God's  house? 

Success  in  inducing  our  youth  to  attend  church  is  impos- 
sible without  the  earnest  co-operation  of  parents. 

2.  Pastors  come  next  to  parents  in  this  work. 

(1)  They  can  bring  the  obligations  of  parents  home  to  their 
consciences  from  the  pulpit. 

(2)  In  pastoral  visitation  they  can  insist  upon  the  attend- 
ance of  children  at  church. 

(3)  They  can  give  the  children  their  appropriate  "  portion 
in  the  Sabbath  service."  (See  paper  by  Rev.  Alexander 
McLeod,  D.  D.,  of  Birkenhead,  England,  in  Report  of  Sec- 
ond General  Council,  pp.  441-447.) 

(4)  Many  pastors  give  out  annual  blank-books  to  be  filled 
each  Sabbath  by  the  young  with  name  and  text  of  the  preach- 
er.* Others  regularly  ask  for  reports  from  their  Sabbath- 
schools  of  the  number  present  at  church,  and  of  their  texts. 

(5)  Occasionally  they  can  give  an  entire  church -service  to 
the  Sabbath-school,  which  may  incite  them  to  more  regular 
attendance. 

(6)  In  this  pastoral  work  outside  of  the  pulpit  every  mem- 
ber of  the  session  should  assist. 

3.  The  officers  in  charge  of  the  church  edifice  shoidd  pro- 
vide sittings  in  the  church  for  all  scholars  whose  parents 
have  no  pews.  It  is  unreasonable  to  expect  children  to  attend 
church  regularly  unless  regular  sittings  are  assigned  them. 
It  is  also  unreasonable  to  expect  them  to  come  if  the  seats 

*  Year-books  for  this  purpose  can  be  had  of  tlie  Presbyterian  Board  of 
Publication  at  the  rate  of  five  dollars  per  hundred. 

^^  *  o 


210  WESTMINSTER  NORMAL   OUTLINES. 

given  them  are  hard,  uncomfortable,  and  located  so  that  they 
can  neither  see  nor  hear  the  pastor.  Sometimes  children  are 
placed  in  seats  too  high  for  their  feet  to  touch  the  floor. 
Sometimes  they  are  too  much  crowded.  If  we  mean  that 
all  our  scholars  shall  attend  church,  provision  must  be  made 
for  them  in  the  church. 

4.  The  superintendent  should  7'egard  it  as  one  of  his  chief 
duties  to  induce  all  the  scholars  to  attend  the  church- service. 

(1)  He  should  each  Sabbath  give  prominent  notice  of  the 
preaching  and  other  church-services. 

(2)  He  should  secure  through  the  secretary  an  accurate  re- 
port from  each  class  of  the  scholars  who  attend  church. 

(3)  He  can  bring  the  matter  of  children's  attendance  at 
church  to  the  attention  of  the  teachers. 

5.  The  teacher  should  realize  that  unless  he  brings  his  schol- 
ars into  the  church  he  7'uns  the  risk  of  losing  the  results  of  his 
labor. 

(1)  This  should  be  a  frequent  theme  of  instruction. 

(2)  He  should  encourage  those  scholars  who  attend 
church. 

(3)  He  should  visit  his  scholars'  homes  and  obtain  the  co- 
operation of  their  parents. 

(4)  He  can  meet  all  his  scholars  whose  parents  are  not 
church  attendants,  in  the  church- vestibule,  and  help  to  wel- 
come them  to  seats. 

Normal  Drill. 

1.  Give  facts  showing  the  importance  of  this  subject. 

2.  What  should  be  our  aim  in  regard  to  church  attendance  of  our  schol- 
ars? 

3.  Prove  from  Scripture  that  children  should  attend  public  divine  worship. 

4.  How  answer  the  common  objection  that  children  cannot  comprehend 
the  church-services  ? 

5.  Illustrate  the  value  of  the  habit  of  church  attendance. 


ORDER   OF  EXERCISES.  211 

6.  How  can  parents  secure  the  presence  of  their  children  at  church  ? 

7.  What  can  the  pastor  do  to  aid  this  ? 

8.  What  can  the  superintendent  do  ? 

9.  The  teacher  ? 


LESSON  :j^x^.  \^\/ 

ORDER  OF  EXERCISES. 

What  shall  be  the  services  or  exercises  of  the  Sabbath- 
school  ?  In  what  order  shall  they  be  conducted  ?  What  time 
shall  be  given  to  each  ? 

I.  Accepted  Principles. 

1.  The  object  of  all  the  exercises  in  the  Sabbath-school  is 
to  glorify  God  in  the  salvation  and  edification  of  souls.  It 
is  not  to  give  intellectual  discipline,  or  scientific  and  literary 
culture,  nor  to  entertain,  nor  to  excite  social  emotions.  "  Con- 
version and  edification  "  are  the  tests  by  which  to  try  all  our 
work.  Sabbath-school  work  is  as  strictly  religious  work  as 
is  preaching.  The  formation  in  all,  teachers  and  scholars, 
of  a  Christ-like  character  is  the  sole  end  of  our  work. 

2.  The  instrument  or  means  of  effecting  this  end  are  def- 
initely known,  and  are  prescribed  in  Scripture.     They  are — 

(1)  Prayer.  Public  prayer  is  acceptable  to  God  (Isa.  Ivi. 
7).  God  promises  to  hear  (2  Chron.  vii.  14, 16).  God  prom- 
ises to  bless  (Ex.  XX.  24).  Christ  is  present  to  hear  such 
prayer  (Matt,  xviii.  19,  20).  We  are  exhorted  to  such 
prayer  (Heb.  x.  25),  and  we  are  to  urge  others  to  join  in 
it  (Ps.  xcv.  6;  Zech.  viii.  21). 

(2)  Praise.  All  are  obliged  to  praise  God  in  his  worship. 
God's  people    (Psa.   xxx.  4;  cxlix.  1);    Gentiles  (Ps.  cxvii. 


212  WESTMINSTER  NORMAL   OUTLINES. 

1  with  Rom.  xv.  11).     Children  are  to  praise  God  (Ps.  viii. 

2  with  Matt.  xxi.  16),  high  and  low,  young  and  old,  to 
join  in  it  (Ps.  cxlviii.  11,  12),  small  and  great  (Rev.  xix. 
5),  all  men  (Ps.  cvii.  8 ;  cxlv.  21).  Psalms,  hymns  and 
spiritual  songs  are  to  be  sung  (Ps.  cv.  2 ;  Eph.  v.  19 ;  Col. 
iii.  16). 

Praise  is  a  part  of  public  worship  (Ps.  ix.  14;  c.  4; 
cxviii.   19,  20;    Heb.  ii.  12). 

(3)  Beading  and  teaching  the  word  of  God.  The  Script- 
ures should  be  publicly  read  to  all  (Deut.  xxxi.  11,  13; 
Neh.  viii.  3  ;  Jer.  xxxvi.  6  ;  Acts  xiii.  15) ;  should  be  taught 
to  all  (2  Chron.  xvii.  7-9;  Neh.  viii.  7,  8);  as  means  of  re- 
generation (James  i.  18  ;  1  Pet.  \  23);  quickening  (Ps.  cxix. 
50,  93) ;  illuminating  (Ps.  cxix.  130) ;  conversion  (Ps.  xix. 
7);  making  wise  (2  Tim.  iii.  15) ;  cleansing  and  sanctifying 
(John  XV.  3 ;  Eph.  v.  26 ;  Ps.  xvii.  4 ;  cxix.  9 ;  John  xvii. 
17),  etc. 

The  Sabbath-school  is  the  Church  of  God  assembled  to 
teach  and  to  learn  by  the  help  of  the  Holy  Spirit  the  word 
of  Christ,  in  order  to  lead  souls  to  Christ  and  to  build  up 
souls  in  Christ.  It  therefore  follows  that  the  greatest  prom- 
inence in  our  order  of  exercises  should  be  given  to  teaching 
the  Bible.  This  teaching  is  of  the  nature  of  worship.  Prayer, 
praise,  class-exercises,  superintendent's  remarks, — everything 
in  the  programme  should  converge  towards  impressing  God's 
word  upon  the  intellect  and  upon  the  heart. 

3.  All  are  agreed  that  every  part  of  God's  worship  ought 
to  be  characterized  by  sincerity  (John  iv.  24),  by  reverence 
(Ex.  iii.  5;  Lev.  xix.  30;  Ps.  Ixxxix.  7;  cxi.  9;  Heb.  xii. 
28).  This  reverence  is  not  inconsistent  with,  but  is  to  be 
united  with,  holy  joy,  cheerfulness  and  free  gladness  (Ps. 
Ixiii.  5;  xcviii.  4;  2  Chron.  xxix.  30 ;  Jer.  xxxiii.  11);  but 
all  indifference  of  heart,  levity  and  frivolity  are  mockery  of 


ORDER   OF  EXERCISES.  213 

God.  Irreverent  postures,  looks  and  tones,  wandering  eyes 
and  thoughts,  manifestations  of  mere  social  courtesies,  are  in 
the  Sabbath-school  as  certainly  violations  of  the  law  of  rev- 
erence as  they  would  be  in  the  sanctuary.  Irreverence  is 
one  of  the  most  common  sins  of  the  youth  of  our  land.  We 
have  the  utmost  need  to  stem  its  evil  tide.  As  Tennyson 
says, 

''  Let  knowledge  grow  from  more  to  more, 
But  more  of  reverence  in  us  dwell ;" 

and,  addressing  Christ, 

"  We  mock  thee  when  we  do  not  fear." 

4.  The  nature  of  youth  requires  brevity,  variety  and  fresh- 
ness in  our  exercises. 

The  fact  that  many  young  people  attend  the  Sabbath- 
school  reminds  us  carefully  to  avoid  monotony  and  too 
great  length.  Child-nature  is  easily  wearied.  An  incal- 
culable injury  is  done  by  attempting  to  teach  children  when 
they  are  wearied.  We  may  thus  give  them  a  permanent 
distaste  for  religious  teaching. 

II.  Common  Mistakes. 

Frequently,  in  the  rapid  growth  of  Sabbath-schools,  the 
following  errors  have  occurred  in  relation  to  order  of  exer- 
cises : 

1.  Errors  which  result  in  shortening  the  teacher's  time  icith 
his  class. 

(1)  The  opening  or  closing  exercises  (sometimes  both)  are 
too  long,  too  complicated  and  elaborate.  The  classes  lose 
their  freshness  before  the  teacher  has  his  opportunity.  The 
time  devoted  to  opening  exercises  should  not  exceed  twelve 
minutes.     The  great  work  of  the  Sabbath-school  is  Bible  in- 


214  WESTMINSTER  NORMAL    OUTLINES. 

struction  by  the  teacher.  This  should  have  time  proportion- 
ate to  its  importance.  This  time  usually  should  be  from 
thirty-five  to  forty-five  minutes,  according  to  the  length  of 
the  session. 

(2)  Even  when  the  programme  is  properly  adjusted,  too 
much  time  may  be  given  to  singing.  This  is  done  to  teach 
the  school  new  tunes,  etc.  But  there  should  be  some  other 
meeting  appointed  in  which  to  teach  singing.  The  ordinance 
of  praise  is  unspeakably  important,  but  the  Sabbath -school 
should  not  be  made  a  singing-class. 

(3)  In  many  schools  the  teacher,  while  engaged  in  his 
class-exercises,  is  liable  to  interruptions  from  pastor,  super- 
intendent, secretary,  treasurer,  librarian,  etc.  The  teacher 
in  his  class  should  be  sacredly  guarded  against  interruption. 
He  should  be  as  secure  as  if  he  were  with  his  class  in  a  sep- 
arate room  with  door  closed.  It  should  be  regarded  as  a 
violation  of  the  law  of  the  school  and  of  Christian  courtesy 
to  interrupt  any  teacher  whilst  instructing  his  scholars.  There 
should  be  no  one  stepping  before  the  class  "just  to  say  a  word 
to  the  teacher,"  no  calling  for  reports  or  collections  or  books, 
no  distribution  of  books  or  papers,  no  one  passing  through 
the  aisles  during  class-time. 

(4)  Sometimes  class-teaching  is  suspended  to  listen  to 
speeches  from  visitors.  This  ought  never  to  be  done.  No 
matter  who  the  stranger  is,  the  teacher  should  teach  the  les- 
son to  his  class.  If  afterward  there  is  time  for  an  address, 
let  it  be  given  then.     (There  are  few  exceptions  to  this  rule.) 

2.  Errors  concerning  the  general  review  at  the  close  of  a 
session. 

(1)  The  superintendent  makes  a  mistake  in  not  review- 
ing the  lesson,  and  giving  a  talk  instead,  which  is  often  too 
long. 

(2)  Sometimes  the  leader  makes  the  review  too  long.    Such 


ORDER   OF  EXERCISES.  215 

a  review  should  Dot  occupy  less  than  five  nor  more  than  ten 
minutes. 

3.  It  is  a  great  mistake  to  omit  in  the  class-exercises  and  in 
the  general  exercises  the  7'epetition  of  one  or  more  answers  from 
the  Shorter  Catechism.  Many  of  our  most  experienced  work- 
ers insist  upon  the  utility  and  practicability  of  having,  in  ad- 
dition to  the  regular  Scripture  passage,  a  supplemental  les- 
son. In  no  way  can  this  idea  be  better  put  in  practice  than 
in  teaching  the  Catechism. 

III.  Order  of  Worship. 

1.  No  one  order  will  be  best  for  all  schools.  The  pro- 
gramme which  the  superintendent  has  tried  and  has  found 
adapted  to  himself  and  his  own  school  will  be  best  for  him. 
Let  experience  decide. 

2.  The  programme  ought  to  be  varied,  somewhat  at 
least,  every  six  months,  so  as  to  get  out  of  monotonous 
habits. 

3.  A  few  specimens  of  orders  of  worship  are  subjoined : 

(1)  Opening  Service. 

Recitation  of  two  or  three  verses  of  Scripture. 

Prayer. 

Recitation  of  the  Ten  Commandments. 

Hymn. 

Lesson-Study. 

Hymn. 

Pastor's  or  Superintendent's  Words  on  the  Lesson.     Review 

of  Catechism. 

Prayer. 

Hymn. 

Silent  Prayer,  closing  with 

The  Lord's  Praver. 


216  WESTMINSTER  NORMAL   OUTLINES. 

(2)  Hymn. 

Recitation  of  the  Twenty-third  Psalm. 
Prayer. 
Alternate  Reading  of  the  Lesson. 
Hymn  or  Chant. 
Titles  and  Golden  Texts  of  the  Current  Quarter. 
Lesson-Study. 
Hymn. 
Superintendent's  Review  of  Lesson  and  Catechism,  or  Pas- 
tor's Words. 
A  few  Verses  recited  by  the  School. 
Prayer. 
Dismissal. 

(3)  Alternate  Reading  or  Recitation  of  Psalm  xxiv. 

Hymn. 

Prayer,  closing  with  the  Lord's  Prayer. 

Recitation  by  the  School  of  the  Titles  and  Golden  Texts  of 

the  Current  Quarter. 

Lesson-Study, 

Hymn. 

Review  of  Lesson  and  Catechism. 

Hymn. 

Prayer. 

Aaronic  Benediction  (Num.  vi.  24-26). 

(4)  Silent  Prayer. 

Hymn. 

Recitation  of  the  First  Psalm. 

Prayer. 

Hymn. 

Titles  and  Golden  Texts  of  the  Current  Quarter. 

Lesson-Study. 


ORDER   OF  EXERCISES.  217 

Review  of  Lesson  and  Catechism. 

Recitation  of  the  Beatitudes  (Matt.  v.  1-12). 

Prayer. 

Superintendent  repeats  Acts  xx.  32. 

All  respond,  Amen. 

(5)  Silent  Prayer. 

Hymn  (two  verses). 

Recitation  of  the  Apostles'  Creed. 

Whole  School  repeats  the  Lord's  Prayer,  followed  by 

Prayer  by  the  Superintendent. 

Hymn. 

Alternate  Reading  of  the  Lesson. 

Superintendent's  Review  of   last   Lesson,  with  Titles  and 

Golden  Texts  of  the  Quarter. 

(This  may  be  omitted  at  pleasure.) 

Lesson-Study. 

Pastor's  Address  on  the  Lesson  and  Catechism  Question. 

Hymn. 

Prayer,  ending  with  Lord's  Prayer. 

Note  1. — These  orders  of  worship  are  simply  given  as  samples.  They 
can  be  modified,  rearranged,  combined,  or  new  ones  can  be  made.* 

2,  The  secretary's  report  can  be  given  after  the  review,  and  may  be  fol- 
lowed by  a  quiet  distribution  of  the  books  to  the  teachers,  who  can  distrib- 
ute them  to  the  scholars  after  the  dismissal. 

3.  The  pastor  and  superintendent  should  arrange  the  order  of  worship, 
with  the  time  for  each  part  designated  ;  and  this  should  be  carried  out. 

Normal  Drill, 

1.  State  the  object  of  all  Sabbath-school  exercises. 

2.  What  are  the  necessary  elements  in  Sabbath-school  worship  ? 

3.  Give  several  common  mistakes  in  regard  to  the  order  of  exercises. 

4.  How  can  the  superintendent  guard  the  teacher  against  interruption  ? 

5.  Give  a  few  specimen  orders  of  worship, 

6.  How  can  the  teacher  and  superintendent  find  time  for  the  Catechism  ? 
*  An  order  is  priiited  in  each  number  of  The  Westminster  Quarterly, 

jy 


218  WESTMINSTER  NORMAL    OUTLINES. 

LESSON    XXVI. 

SPIRITUAL    EARNESTNESS. 
I.  Defined. 

1.  Earnestness  includes  two  elements  : 

(1)  ^  clecu^  conception  of  the  end  to  be  attained — a  firm 
grasp  of  the  mind  upon  a  well-defined  object  to  be  secured. 
This  is  as  indispensable  to  the  student  as  a  clear  sight  of  the 
target  is  to  the  sharpshooter.  Without  this  all  our  efforts 
will  be  only  beating  the  air  (1  Cor.  ix.  26). 

(2)  A  Gonoentratedy  determined  and  persistent  effort  to  at- 
tain that  end.  Work  is  not  always  an  evidence  of  earnest- 
ness. Only  whole-hearted  work  for  a  well-defined  object 
proves  it. 

2.  Spiritual  earnestness  is — 

(1)  Earnestness  for  a  spiritual  object — viz.  the  moral  and 
religious  improvement  of  the  scholars,  their  immediate  and 
eternal  salvation.  Whenever  this  end  is  lost  sight  of,  when 
all  the  school  management  and  methods  are  not  animated 
by  a  holy  enthusiasm  for  this  supreme  end,  our  work  de- 
generates into  routine. 

(2)  It  is  an  earnestness  inwrought  by  the  Holy  Spirit 
(Gal.  V.  22,  23 ;  Col.  i.  29).  It  is  only  begun,  carried  on 
and  rendered  effective  in  the  accomplishment  of  its  purpose 
by  the  supernatural  presence  and  aid  of  the  Holy  Ghost. 

3.  As  an  illustration  of  the  necessity  for  earnestness,  and 
its  power  in  our  Sabbath-school  work,  behold — 

(1)  The  concentration,  determination  and  persistence  of 
men  of  science,  for  twenty  years,  forty  years  or  a  lifetime 
devoting  themselves  to  one  specialty.  Remember  Agassiz' 
reply  to  the  tempting  offer  of  a  large  sum  for  the  delivery 


SPIRITUAL  EARNESTNESS.  219 

of  a  course  of  lectures,  which  would  take  him  from  his  sci- 
entific investigations  :  "  I  have  not  time  to  make  money." 

(2)  The  earnestness  of  business-men  in  efforts  to  succeed 
in  their  undertakings.  The  children  of  this  world  are  not 
only  wiser,  but  more  earnest  in  their  generation,  than  the 
children  of  light. 

(3)  Politicians  in  their  struggles  for  power  and  office. 

(4)  What  men  with  poor  advantages  and  meagre  prep- 
aration can  do  for  Christ  when  in  ^^dead  earnest" — e.g. 
Mr.  Moody,  Harlan  Page,  and  many  others.  Almost 
every  Sabbath-school  can  name  one  such  example  of  the 
jiower  of  earnestness  in  persons  of  modest  abilities.  In 
James's  Earnest  Ministry,  p.  69,  we  read  :  "  If  we  inquire 
for  the  sources  of  energy,  the  springs  of  activity,  in  the 
most  successful  ministers  of  Christ,  we  shall  find  that  they 
lay  in  the  ardor  of  their  devotion.  They  were  men  of 
prayer  and  of  faith.  They  dwelt  upon  the  mount  of  com- 
munion with  God,  from  whence  they  came  down,  like  Moses, 
to  the  people,  radiant  with  the  glory  upon  which  they  had 
themselves  been  intently  gazing.  They  stationed  themselves 
where  they  could  look  at  things  unseen  and  eternal,  and 
came  with  the  stupendous  visions  fresh  in  their  view,  and 
spoke  of  them  under  the  impression  of  what  they  luul  just 
seen  and  heard.  They  drew  their  thought  and  made  their 
sermons  from  their  minds  and  books,  but  they  breathed  life 
and  power  into  them  from  their  hearts  and  in  their  closets. 
Trace  either  Whitefield  or  Wesley  in  their  career,  and 
you  will  see  how  beaten  was  the  road  between  the  pulpit 
and  the  closet.  The  grass  was  not  allowed  to  grow  upon 
that  path.  This  was  in  great  part  the  secret  of  their  })ower. 
They  were  mighty  in  public  because  in  their  retirement  they 
had,  so  to  speak,  clothed  themselves  with  omni})otence." 

The  same  might  be  said  of  all  others  who  have  attained 


220  WESTMINSTER  NORMAL   OUTLINES. 

to  eminence  as  successful  preachers  of  the  gospel.  If,  then, 
we  want  to  see  a  revival  of  power  in  the  school,  we  must  see 
first  of  all  a  revival  in  the  piety  of  those  who  teach  in  it;  and 
when  this  is  the  case,  then  "  he  that  is  feeble  among  us  shall 
he  as  David,  and  the  house  of  David  shall  be  as  God,  as 
the  angel  of  the  Lord  before  them." 

II.  Relative  Importance  of  Spiritual  Earnestness. 

All  educational  methods,  and  many  things  highly  esteemed 
in  Sabbath -school  work,  belong  to  its  mere  accidents,  and  not 
to  its  essence.  Among  these  are  all  matters  of  organization, 
scientific  and  literary  culture  of  teachers,  music,  lesson- helps 
and  statistics. 

But  spiritual  earnestness  concerns  the  life  of  the  work. 
Without  this,  methods  and  skill  are  nothing  (John  xv.  4, 
5).     It  is  the  sujweme  qualification  for  Sabbath-school  vmrk. 

This  we  find  by  testing  our  Sabbath-school  work  by  the 
model. 

(1)  What  is  the  model  or  standard  of  our  work?  Not 
the  secular  school,  with  all  its  improved  methods — not  emi- 
nent superintendents  and  teachers.  Nothing  less  than  the  life 
and  work  of  Jesus  Christ,  the  divine  Teacher, 

(2)  Tested  by  this  standard,  in  w^hat  direction  or  line  are 
the  failure  and  defects  of  our  Sabbath-school  teaching? 
There  is  no  dearth  of  educational  methods  or  of  school  ap- 
pliances, but  we  find  our  teaching  efforts  defective  in  the 
moral  and  spiritual  elements.  When  put  beside  those  of 
Christ  they  lack  his  intense  earnestness  for  the  salvation  of 
souls,  his  willing  self-sacrifice  for  others,  his  prayerful  sym- 
pathy and  constant  love. 

A.  This  is  shown  in  the  too-prevalent  dearth  of  reverence 
in  praise  and  prayer  and  in  dealing  with  the  Scriptures. 

B.  The  low  spiritual  tone  of  much  of  the  Sabbath-school 


SPIRITUAL  EARNESTNESS.  221 

work  is  shown  by  the  fact  that  teachers  are  enlisted  who  are 
not  Christians. 

C.  The  same  is  shown  by  the  undue  prominence  given  to 
the  externals  of  the  lesson — the  historical  facts,  the  geogra- 
phy, manners,  customs,  etc.,  etc. — by  tlie  failure  to  impress 
the  religious  truths  of  the  passage,  and  by  the  frequent 
tendency  to  rest  satisfied  with  the  routine  recitation  of 
these  things. 

D.  It  is  feared  that  many  laborers  fail  to  make  earnest, 
persistent  and  judicious  efforts  for  the  immediate  salvation 
of  all  the  unconverted  in  their  classes. 

E.  In  all  our  w^ork  there  is  too  often  a  tendency  to  ignore 
the  Holy  Spirit  in  his  necessary  and  divine  offices. 

F.  The  meagre  spiritual  results  of  our  school-labors  are 
swift  w^itnesses  to  our  supreme  need  of  spiritual  earnestness. 
See  the  percentage  of  conversions,  and  the  comparatively 
small  numbers  added  to  the  Church  from  the  myriads  in 
our  schools. 

III.  How  IS  THIS  Spiritual   Earnestness  to  be  Se- 
cured ? 

1.  By  a  realization  of  personal  need  of  it. 

2.  By  humble  confession  of  lukewarmness  and  all  indi- 
vidual sins. 

3.  By  believing,  persevering  prayer. 

4.  By  building  up  in  ourselves  a  personal  character  con- 
sistent with  our  work. 

N<ytt¥i€U  DriU, 

1.  Define  earnestness. 

2.  Define  spiritual  earnestness. 

3.  Illustrate  the  power  of  earnestness  and  of  spiritual  earnestness. 

4.  How  is  spiritual  earnestness  related  to  other  f|ualifications  of  the 
teacher  ? 

19* 


222  WESTMINSTER  NORMAL   OUTLINES. 

5.  Prove  that  spiritual  earnestness  is  the  supreme  qualification  of  the 
teacher. 

6.  With  what  is  our  Sabbath-school  work  to  be  measured  ? 

7.  What  things  in  our  Sabbath-school  work  show  the  need  of  a  revival 
of  spiritual  earnestness  ? 

8.  How  is  this  revival  to  be  secured  ? 


LESSON    XXVII. 

THE  CATECHISM. 


The  Catechism  is  a  summary  of  Christian  truth  in  the 
form  of  questions  and  answers. 

Among  all  denominations  it  has  been  customary  to  teach 
the  doctrines  of  the  Bible  by  catechisms.  In  them  are  con- 
centrated the  rays  of  light  scattered  throughout  the  Bible. 
They  are  elementary  systems  of  theology. 

I.  Advantages  of  Catechism  Study. 

1.  It  stores  the  memory  with  accurate  statements  of  Bible 
doctrine.  These  statements  are  like  seeds  in  the  mind,  grow- 
ing and  bringing  forth  fruit. 

2.  The  Catechism  presents  truth  in  a  system,  showing  the 
relations  and  harmony  of  Bible  doctrines.  It  furnishes  "  the 
form  of  sound  words"  (2  Tim.  i.  13). 

3.  Catechism  study  preoccupies  the  minds  of  our  scholars 
for  truth. 

(1)  Analogy.  As  the  thorough  culture  of  vegetables  in  a 
garden  prevents  the  growth  of  weeds,  so  the  thorough  indoc- 
trination of  the  young  mind  in  truth  is  the  most  certain  pre- 
ventive of  the  growth  of  error. 

(2)  Experience.       The   committing   to    memory    of    the 


THE  CATECHISM.  223 

Shorter  Catechism  has  proven  in  the  experience  of  myr- 
iads the  most  impregnable  fortification  of  the  soul  against 
infidelity.  So  catechisms,  if  they  contradict  the  truth,  are 
mighty  engines  for  the  propagation  of  error — e.g.  the  Rom- 
ish, etc.  Evangelical  Christians  cannot  afford  to  give  up 
this  method  of  instruction.  We  ought  with  all  our  power 
to  bias  the  minds  of  the  young  for  truth,  forewarn  them 
and  prepare  them  for  the  onsets  of  unbelief. 

4.  The  Catechism  committed  to  memory  is  an  invaluable 
aid  in  studying  the  Bible.  It  acts  as  a  guide-book  to  the 
Bible  explorer.  It  is  a  key  to  unlock  many  Bible  mys- 
teries. 

5.  The  thorough  memorizing  of  the  Catechism  tends  to 
impress  its  truth  on  the  heart.  This  has  been  experienced  by 
thousands. 

II.  Difficulties. 

There  are  acknowledged  difficulties  in  securing  the  intel- 
ligent repetition  of  the  Catechism. 

(1)  In  the  Catechism  are  some  things  hard  to  be  under- 
stood. 

Answer.  (1)  So  are  there  difficulties  in  the  Bible  (2  Pet. 
iii.  16). 

(2)  The  difficulty  is  in  the  subjects — God,  Man,  Sin,  Re- 
demption, the  Law,  Heaven,  Hell ;  but  children  may  under- 
stand them  (Matt.  xi.  25). 

(3)  We  should  not  attempt  to  make  religious  education 
too  easy. 

2.  Some  say,  "  We  should  never  ask  children  to  commit 
anything  which  they  do  not  understand." 

Answer.  (!)  This  is  manifestly  absurd.  We  must 
teach  our  children  many  things — e.  g.  that  there  is  a  God, 
a  heaven,  a  hell ;  truths  concerning  the  person  and  work  of 


224  WESTMINSTER  NORMAL  OUTLINES 

Christ ;  that  they  must  not  take  poison,  before  they  can  un- 
derstand these  things. 

(2)  The  best  authorities  on  educational  methods  are  agreed 
that  children  should  commit  to  memory  many  things  which 
they  do  not  understand. 

The  Cyclopaedia  of  Education,  p.  661,  says:  "The  law  of 
repetition  has  an  important  application  in  many  processes  of 
education  that  are  addressed  wholly  or  in  part  to  the  mem- 
ory. The  mere  memorizing  of  words  or  sentences,  in  order 
to  produce  a  show  of  knowledge,  is  a  great  abuse.  Chil- 
dren may,  however,  be  required  to  commit  to  memory  some 
statements  which  they  do  not  perfectly  understand — such 
complete  understanding  requiring  a  more  mature  degree  of 
intellectual  development." 

Dr.  Calderwood  (On  Teaching,  Edinburgh,  1874)  says : 
'^  No  doubt  all  children  must  commit  to  memory  a  good 
many  things  which  they  do  not  rightly  understand.  Such 
storing  of  the  memory  belongs  more  or  less  to  all  study." 

Thring  {Education  and  School,  London,  1864),  says: 
"  There  should  be  a  clear  perception  how  far  it  is  wise  to 
explain  and  to  proceed  on  the  principle  of  making  a  boy 
thoroughly  understand  his  lessons,  and  how  far  they  should 
be  looked  upon  as  a  mere  collecting  of  material  and  a  mat- 
ter of  memory. 

"  It  must  be  borne  in  mind  that  with  the  young  memory  is 
strong,  while  logical  perception  is  weak.  All  teaching  should 
start  on  this  undoubted  fact.  It  sounds  very  fascinating  to 
talk  about  understanding  everything,  learning  everything, 
and  all  those  broad  phrases  which  plump  down  on  a  diffi- 
culty and  hide  it.  Put  in  practice,  they  are  about  on  a  par 
with  exhorting  a  boy  not  to  go  into  the  water  until  he  can 
swim." 

(3)  We  must  carefully  distinguish  between  a  proper  mem- 


THE  CATECHISM.  225 

orizing  and  rote-teaching,  or  mere  mechanical  word-mem- 
orizing. For  this  latter  we  are  not  pleading,  but  for  such 
an  intelligent  repetition  of  both  ideas  and  words  as  a  child 
can  be  trained  to  give. 

3.  But  the  error  which  has  done  most  injury  to  the  study 
of  the  Catechism  is.  that  children  should  not  be  trained  in 
any  particular  theology,  that  none  of  the  doctrines  which 
have  been  controverted  should  be  taught  to  the  young,  and 
that  we  should  confine  our  instruction  to  the  mere  funda- 
mentals of  Christianity. 

Answer.  (1)  It  is  impossible  to  avoid  controverted  points, 
for  men  have  denied  even  the  existence  of  God  and  of  the 
external  world,  that  the  Bible  is  a  divine  revelation,  etc. 
We  must  either  give  up  teaching  altogether,  or  teach  what 
has  been  controverted. 

(2)  This  false  unionism  is  the  source  of  the  weak  and 
puerile  methods  used  in  our  Sabbath-schools,  resisting  as  it 
does  all  thorough  instruction  in  Bible  truths  beyond  the 
A  B  C  of  doctrine. 

(3)  This  namby-pamby  unionism  is  the  cause  of  indiffer- 
ence to  God's  truth,  since  it  practically  says  to  the  schol- 
ars that  it  matters  not  what  they  believe  concerning  a  large 
])art  of  God's  word,  and  the  step  from  this  to  the  prop- 
osition that  it  is  a  matter  of  indifference  what  they  be- 
lieve concerning  anything  in  the  Bible  is  short  and  easily 
taken. 

(4)  As  the  truths  of  the  Catechism  are  Bible-truths  (oth- 
erwise they  have  no  right  to  a  place  in  the  Catechism),  we 
are  bound  to  teach  them  diligently  to  our  children  (Deut.  vi. 
6,  7,8).   ^ 

(5)  This  thorough  indoctrination  will  promote  true  unity 
among  the  denominations.  Ignorance  is  the  parent  of  big- 
otry.    What  will  save  us  from  the  evils  of  sectarianism  is 

r 


226  WESTMINSTER  NORMAL   OUTLINES. 

not  indifference  to  God's  truth  or  a  cowardly  ignoring  of 
trutlj,  but  knowledge  and  love.  In  the  darkness  two  corps 
of  the  same  army  may  fire  into  one  another.  Let  light 
come,  and  the  dreadful  mistake  will  be  corrected.  Tiie 
best  theologian  is  ordinarily  the  most  catholic,  and  the 
broadest  catholicity  is  perfectly  consistent  with  loyalty  to 
one's  own  convictions  of  Bible  truth. 

4.  A  common  obstacle  to  teaching  the  Catechism  is  the 
want  of  time,  especially  when  our  International  Series  of 
lessons  engrosses  all  the  school-hour. 

Answer.  (1)  "Where  there  is  a  will  there  is  a  way." 
Wherever  the  importance  of  Catechism  study  is  appreci- 
ated, there  it  will  be  taught. 

(2)  The  idea  of  a  supplemental  lesson  is  easily  adapted  to 
providing  a  time  and  opportunity  for  Catechism  study.  See 
below. 

III.  Methods. 

1.  The  time-honored  custom  of  parents  instructing  their 
household  at  home  in  the  Catechism  is  the  best  of  all,  the 
first  of  all. 

2.  Many  pastors  have  a  special  service  for  the  instruction 
of  the  young  in  the  Catechism. 

3.  Each  teacher  in  the  Sabbath-school  should  devote  at 
least  five  minutes  of  the  lesson-time  to  hearing  the  class  re- 
cite one  advanced  answer  and  one  review  answer,  and  to  the 
brief  explanation  of  the  answer  in  advance. 

Some  admirable  works  in  explanation  and  illustration  of 
the  Shorter  Catechism  are  pul)lished  by  the  Presbyterian 
Board — e.  g.  Boyd  on  the  Showier  Catechism,  Nevin  on  the 
Shorter  Catechism. 

4.  The  pastor  or  superintendent  should  carefully  review 
the  school  on  the  Catechism  study  of  each  session. 


TEMPERANCE  WORK  AMONG   THE    YOUNG.       227 

Normal  Drill, 

1.  What  do  you  mean  by  a  catechism  ? 

2.  What  are  some  advantages  of  having  the  young  commit  to  memory 
the  Catechism  ' 

3.  How  do  you  overcome  the  objection  that  there  are  difficult  things  in 
the  Catechism  ? 

4.  The  objection  that  scholars  ought  not  to  commit  what  they  do  not  un- 
dei-stand  ? 

5.  The  objection  against  teaching  denominational  doctrine? 
0.  The  difficulty  of  lack  of  time  ? 

7.  By  whom  and  how  is  the  Catechism  to  be  taught? 


LESSON  xxviri. 

TEMPERANCE  WORK  AMONG  THE  YOUNG. 

Student's  Personal  Research, 

Write  answers  to  these  questions : 

1.  Give  a  list  of  the  evils  of  intemperance,  including  some 
statistics  of  its  relation  to  crime,  pauperism,  insanity,  home 
misery,  etc. 

2.  What  is  the  scriptural  meaning  of  the  word  **  temper- 
ance," and  the  scriptural  basis  of  total  abstinence? 

3.  How  will  you  answer  the  objection  against  the  temper- 
ance reform  that  the  Bible  commends  the  use  of  wine,  that 
Christ  made  wine,  and  that  total  abstinence  is  not  directly 
enjoined  in  Scripture? 

4.  What  do  you  know  of  the  history  of  the  temperance 
reform  ? 

I.  Advantages. 

1.  Prevention  by  education  is  better  than  reform.  Preven- 
tion of  evil   is  better  than  cure.     To  form  good   habits  is 


228  WESTMINSTER  NORMAL   OUTLINES. 

easier  and  better  than  to  reform  bad  ones.  As  examples 
of  the  power  of  education  in  temperance  work,  recall  thc^ 
Rechabites  (Jer.  xxxv.  2),  the  Mohammedans,  etc. 

2.  Temperance  work  among  the  young  meets  with  compar- 
atively h'ttle  opposition.  However  bad  a  man  may  be,  he  yet 
desires  his  son  to  be  good.  We  are  met  by  the  bad  effects 
of  parental  example  and  the  want  of  zeal  on  the  part  of 
teachers  and  parents,  and  even  by  complaints  on  the  part  of 
some  moderate  drinkers  that  "  temperance  workers  are  all 
fanatics.''  The  example  of  some  professors  of  Christ's  re- 
ligion on  one  hand,  and  the  "zeal  without  knowledge"  of 
many  temperance  hobbyists  on  the  other  hand,  hinder  the 
cause.  Yet  these  difficulties  are  slight  compared  with  the 
profound  and  deadly  hostility  with  Avhich  temperance  work 
among  adults  is  opposed.  But  whilst  men  may  denounce 
"sumptuary  laws,"  they  will  hardly  denounce  temperance 
among  the  young. 

3.  If  the  young  are  gained  for  temperance,  the  success  of 
the  movement  is  assured. 

Take  the  six  millions  of  youth  in  the  United  States  and 
train  them  in  temperance  for  seven  years  (the  average  stay 
of  scholars  in  the  Sabbath-school) ;  then  take  the  new  six 
millions  that  have  followed  them,  and  in  how  few  decades 
will  this  work  among  the  young  have  vanquished  intemper- 
ance! 

II.  Methods. 

1.  At  home. 

(1)  Parental  example.  Let  fathers  and  mothers  be  total 
abstainers. 

(2)  Let  them  in  incidental  conversation  ever  inculcate  tem- 
perance at  the  home  hearthstone. 


TEMPERANCE  WORK  AMONG    THE   YOUNG.       229 

(3)  Combine  temperance  with  home  religion  and  family 
worship. 

(4)  Have  a  healthful  temperance  literature  in  the  home. 

(5)  Let  parents  stop  the  feeders  of  intemperance — viz. 
youthful  self-indulgence  and  loss  of  self-control,  tobacco, 
late  hours  and  evenings  in  the  streets,  bad  company,  bad 
books  and  Sabbath  desecration. 

The  fathers  and  mothers  of  the  land  can  alone  make  the 
temperance  reform  successful. 

2.  In  the  day-school. 

(1)  By  the  example  of  teachers. 

(2)  By  constant  informal  influence  on  the  part  of  teachers 
for  temperance. 

(3)  By  occasional  temperance  dialogues,  declamations, 
songs,  etc. 

(4)  By  text-books    n  physiology,  chemistry,  etc. 

3.  In  the  Sabbath-school. 

(1)  The  Church  of  Christ — and  the  Sabbath -school  is  one 
with  the  Church — should  be  practically  recognized  as  the 
divinely-organized  temperance  society. 

(2)  Temperance  should  ever  be  taught  as  an  essential  ele- 
ment in  all  practical  Christianity. 

(3)  Special  Bible-lessons  on  temi)erance  can  be  profitably 
introduced. 

(4)  Where  desirable  a  judicious  temperance  pledge  can  be 
presented  to  the  school.  (Sometimes  a  temperance-roll  is 
hung  on  the  wall  of  the  Sabbath-school  room,  bearing  the 
names  of  all  signers  of  the  pledge;  others  give  to  each 
signer  an  illustrated  pledge.) 

(5)  From  time  to  time  special  temperance  exercises  can 
take  the  place  of  the  usual  closing  exercises  of  the  school. 

20 


230  WESTMINSTER  NORMAL   OUTLINES 

(6)  In  the  Sabbath-school  library  there  should  be  appro- 
priate temperance  literature,  and  temperance  tracts  and  papers 
can  be  distributed  to  the  scholars. 

(7)  Do  not  allow  temperance  to  have  an  undue  prominence 
in  Sabbath-school  work.  Beware  of  hobbies.  Educate  pop- 
ular opinion  against  moderate  drinking.  Aim  at  regular  and 
continuous,  not  at  spasmodic  and  transient,  temperance  work. 
Above  all,  bring  the  young  to  Christ,  that  they  may  be  united 
to  him,  and  so  be  strengthened  to  resist  all  the  temptations 
of  the  world,  the  flesh  and  the  devil. 


LESSON    XXIX 

ADULT    CLASSES. 


I.  Special  Need. 

1.  The  ideal  Sabbath-school  includes  the  entire  church  and 
congregation.  (See  Westminster  Normal  Outlines,  Junior 
Course,  pp.  18-20.) 

The  adults  as  well  as  the  youth  are  to  be  there.  No  one 
not  physically  disabled  is  too  old  to  attend  it.  It  is  time  to 
retire  the  ''  nursery-of-the-Church  '^  idea  of  the  Sabbath- 
school. 

2.  Without  adult  classes — with  special  adaptations — we  shall 
lose  our  "  young  people." 

One  of  the  sources  of  waste  in  our  system  is  the  loss  of 
the  young  men  and  women  from  our  schools,  and  that  at  the 
time  when  they  most  need  us  and  we  most  need  them.  The 
question  is  ever  recurring,  *^  How  shall  we  retain  in  our  Sab- 
bath-schools our  older  scholars  ?" 


ADULT  CLASSES.  231 

If  we  desire  to  restrain  these  youth  from  evil  company 
and  from  vice,  if  we  wish  to  furnish  them  with  good  com- 
panions, Christian  habits,  safe  reading,  generous  aspirations, 
and,  in  a  word,  to  save  them,  we  must  keep  them  in  our 
Sabbath-schools.  When  they  bid  adieu  to  the  Sabbath- 
school  they  are  too  apt  to  bid  adieu  to  the  Church.  Al- 
most our  entire  success  depends  on  our  holding  those  who 
are  growing  into  manhood  and  womanhood.  The  world 
and  sin  are  alluring  them ;  we  must  be  as  active  as  they. 
As  Sabbath-school  workers  we  cannot  rest  satisfied  until 
every  young  man  and  woman,  every  adult  in  the  church  and 
congregation,  is  habitually  at  the  teaching  service. 

3.  Adequate  provision  is  not  now  generally  made  for  the 
"young  people"  and  adults. 

Our  methods  of  teaching  are  too  exclusively  planned  to 
reach  children.  Our  older  scholars  can  no  longer  be  treated 
as  children,  nor  will  they  continue  permanently  in  a  "chil- 
dren's institution."  They  must  be  treated  with  the  respect 
due  their  advancing  position  as  rising  young  men  and  women. 
The  speaker  too  often  addresses  the  scholars  as  "  my  dear  chil- 
dren.''  The  lessons  and  illustrations,  questions  and  reviews, 
are  given  as  though  altogether  for  children,  our  Sabbath- 
school  papers  are  designed  mostly  for  children,  and  our  ways 
of  working  give  many  the  impression  that  it  is  almost  en- 
tirely for  children,  while  the  fact  is  that  the  average  age,  in 
many  schools,  is  over  fourteen  years.  We  must  meet  these 
special  needs.  We  must  have  adult  classes,  adult  teachers, 
and  adult  teaching  for  adults. 

II.  Practical  Suggestions. 

It  must  be  admitted  that  there  are  difficulties  in  the  way 
of  having  adult  classes.     There  is  the  difficulty  in  retaming 


232  WESTMINSTER  NORMAL   OUTLINES. 

our  older  pupils,  and  the  greater  difficulty  in  securing  the 
return  of  those  who  have  gone  from  us.  It  is  often  not 
easy  to  induce  such  classes  to  ask  and  answer  questions,  and 
to  take  part  freely  and  cordially  in  the  teaching  work.  Some 
of  them  dislike  being  questioned.  In  some  adult  classes 
there  are  persons  of  totally  different  social  positions,  and  it 
requires  great  tact,  wisdom  and  grace  to  harmonize  these  dif- 
ferences. Some  members  of  such  classes  are  fond  of  Bible- 
study,  are  deeply  interested,  and  have  considerable  experi- 
ence in  the  Christian  life,  whilst  others  are  indifferent  and 
careless.  It  is  difficult  to  induce  all  the  members  of  our 
congregations  to  realize  that  the  Sabbath-school  is  for  them 
and  that  they  should  attend  it.  A  few  hints  are  given  as  to 
methods  of  surmounting  these  difficulties : 

1.  Believe  that  all  difficulties  in  this  work  can  be  sur- 
mounted. Because  some  agents  and  some  methods  have 
failed,  do  not  conclude  that  it  is  impossible  to  hold  both  the 
young  and  adults.  The  one  fact  that  is  sufficient  encourage- 
ment is  that  in  scores  and  hundreds  of  churches  this  is  done. 
Many  schools  have  as  many  adult  members  as  children. 
They  have  found  that  no  classes  are  so  sensitive  to  genuine 
interest  and  sympathy,  none  so  steady  and  uniform  in  at- 
tendance and  study,  as  their  adult  classes.  To  no  classes 
does  the  Sabbath-school  work,  with  its  personal,  social, 
moral,  intellectual  and  spiritual  benefits,  bring  greater 
blessings. 

2.  Secure  competent  teachers  fop  these  classes.  A  teacher 
who  is  mighty  in  the  Scriptures,  fnll  of  love  and  patience, 
with  tact,  is  the  one  thing  needed  to  overcome  all  obstacles 
in  adult-class  work.  The  best  men  and  women  in  our 
chnrches — those    of   the   highest   character,    education    and 


ADULT  CLASSES.  233 

standing — should  be  enlisted  in  this  work.     There  is  much 
unused  talent  yet  in  all  our  congregations. 

3.  Adult  classes  will  tax  to  the  utmost  the  gifts  and  graces 
of  the  most  competent  teachers.  The  best  possible  prepara- 
tion will  be  needed.  There  will  be  room  for  the  highest 
skill  in  teaching. 

4.  Many  of  these  classes  require  practical  sympathy  and 
helpfulness  on  the  part  of  their  teacher.  It  will  not  be 
enough  that  he  teaches  them  well  on  the  Sabbath.  He  must 
prove  himself  interested  in  all  that  concerns  them  during 
the  week.  He  must  be  their  pastor  as  well  as  instructor. 
Great  judgment  is  needed  here,  but  he  must  have  the  mem- 
bers of  his  class  in  his  heart  and  mind  and  prayers  and 
plans  and  studies.  Mr.  James  McCormick,  of  Harrisburg, 
Pa.,  has  conducted  an  adult  class  for  nearly  a  score  of  years. 
There  are  enrolled  in  it  perhaps  one  thousand  men.  Many 
of  them  are  from  the  humbler  walks  of  life.  Every  variety 
of  age,  intelligence  and  standing  is  represented.  He  teaches 
them  the  Word.  He  also  is  the  genuine,  trusted  and  prac- 
tical friend  and  counselor  of  every  man  in  his  class.  He 
looks  after  them  in  every  way.  He  befriends  them.  He 
at  times  meets  them  socially.  He  holds  them,  and  by  God's 
grace  has  led  many  of  them  to  Christ  and  into  Christian 
lives.  The  success  of  this  class,  which  is  one  of  the  powers 
for  good  in  that  city,  is  an  illustration  of  what  genuine 
Christian  earnestness,  common  sense  and  helpfulness  can 
accomplish. 

5.  In  some  adult  classes  the  lecture  system  may  be  best. 
(See  Lesson  VIII.) 

6.  Adult  classes  need  separate  rooms,  conveniently  seated, 
etc. 

2n  * 


234  WESTMINSTER  NORMAL  OUTLINES. 

7.  The  teacher  should  bring  all  the  power  of  the  Christian 
press  to  bear  upon  his  class. 

The  members  of  such  classes  ought  all  to  take  the  West- 
minster Teacher.  The  teacher  should  suggest  and  provide 
means  of  furnishing  books  adapted  to  his  class.  They 
should  be  urged  to  subscribe  for  the  religious  papers  of 
the  Church. 

8.  Many  adult  classes  should  be  organized  into  Normal 
Classes.     (See  Lesson  VII.) 

9.  Nothing  short  of  their  immediate  conversion  to  Christ 

and  constant  upbuilding  in  him  should  be  the  aim  of  the 

teacher. 

Normal  Drill, 

1.  Give  considerations  showing  the  need  of  adult  classes. 

2.  What  are  some  practical  difficulties  in  conducting  such  classes  ? 

3.  Prove  that  these  difficulties  are  not  insurmountable. 

4.  What  is  the  one  great  need  in  order  to  success  in  this  work  ? 

5.  Show  the  necessity  of  practical  personal  sympathy  with  such  classes. 

6.  What  are  some  other  practical  suggestions  as  to  adult-class  work  ? 


LESSON    XXX. 

THE    PRIMARY   CLASS* 


I.  The  Peimary  is  the  most  Important  Class  in 
THE  School. 

1.  It  is  generally  the  largest  class.  In  many  schools  it 
contains  one-third  of  all  the  scholars. 

2.  It  is  composed  of  the  youngest.     Of  these  Dr.  Vincent 

*  The  name  "primary  class"  is  to  be  preferred  to  "infant  class."  In 
very  large  schools,  where  there  are  both  an  infant  and  a  primary  depart- 
ment, the  terra  "  infant  class  "  is  not  objectionable. 


THE  PRIMARY  CLASS.  235 

says :  "  They  are  the  dear-est  of  all.  They  are  the  ivenkest 
of  all.  They  are  the  strongest  of  all.  They  are  the  purest 
of  all.  They  are  the  raost  accessible  of  all.  They  are  the 
most  susceptible  of  all.  They  are  the  raost  promising  of 
all." 

3.  These  primary  scholars  are  getting  their  most  lasting  im- 
pressions of  Christian  truth  and  duty.  Their  future  study 
of  the  Bible  depends  on  their  present  teaching.  Their 
prayers  in  all  the  future  will  be  influenced  by  the  devotions 
of  the  primary  class. 

4.  Each  scholar  in  the  primary  class  is  capable  by  God^s 
grace  of  knowing,  trusting,  loving  and  obeying  Jesus.  No  one 
is  fitted  to  teach  such  a  class  unless  she  or  he  is  thoroughly 
convinced  of  this  fact.  No  one  is  a  fit  teacher  who  is  not 
constantly  aiming  at  immediate  conversion  to  Christ. 

III.  The  Primary  Class  needs  a  Special  Koom,  Or- 
ganization, Teacher  and  Teaching. 

1.  The  Room. — Mr.  J.  Ben  net  Tyler,  in  the  work  entitled 
How  to  Teach  Little  Folhs,^  says  :  "  It  is  of  no  small  import- 
ance to  give  the  little  folks  a  bright,  airy,  sunshiny  room. 
Make  it  as  attractive  and  beautiful  as  resources  will  allow. 
Labor  and  pains  and  money  are  well  expended  in  surround- 
ing the  young  children  with  the  most  pleasant  and  health- 
ful associations  as  connected  with  their  religious  education. 
Make  the  room  sufficiently  large."  It  is  wrong  to  put  lit- 
tle children  into  a  crowded  room,  in  a  dark  basement  or  a 
corner  of  the  gallery.  It  is  wrong  to  put  them  on  seats  too 
high  for  them,  so  that  their  feet  dangle  and  cannot  touch 
the  floor.     If  it  is  impracticable  to  obtain  a  separate  room 

*  Published  by  the  Presbyterian  Board  of  Publication,  and  a  helpful 
little  tractate  for  all  primary  teachers.  It  is  written  by  Mr.  Tyler,  Mrs. 
G.  R.  Alden,  Faith  Latimer  and  Mrs.  George  Partridge. 


236  WESTMINSTER  NORMAL   OUTLINES. 

for  this  class,  appropriate  a  corner  of  the  main  room,  enclose 
it  with  curtains,  and  conduct  the  primary  exercises  in  a  low 
tone  and  sing  in  a  whisper.  If  it  meets  with  the  main 
school,  the  superintendent  will  do  well  to  give  the  primary 
class  regularly  some  particular  part  in  the  opening  and  clos- 
ing exercises.  If  the  ordinary  seats  are  used,  hang  a  little 
shelf  in  front  of  them  for  the  feet  of  the  little  ones  to  rest 
upon.  Whatever  be  the  room  for  the  primary  class,  beau- 
tify it  with  flowers,  pictures,  wall-mottoes,  etc. 

The  superintendent  ought  sacredly  to  guard  the  primary 
class  against  all  interruptions  during  lesson-time,  and  the 
primary  teacher  should  avoid  singing  during  the  lesson-time 
of  the  main  room. 

2.   Organization. 

(1)  As  a  general  rule,  primary  classes  should  be  composed 
of  those  scholars  who  cannot  read.  Here  there  is  a  differ- 
ence of  opinion  and  practice — e,g.  Mrs.  Alice  W.  Knox 
would  have  scholars  kept  in  the  primary  department  until 
they  are  ten  years  old ;  Mrs.  Alden  advises  confining  the 
primary  class  to  those  who  cannot  read.  The  circumstances 
of  each  school  will  go  far  to  determine  this  matter. 

(2)  Should  the  p^'imary  class  be  subdivided?  This  is  the 
most  controverted  question  concerning  primary  work.  It  is 
simply  this  :  "  Sliall  the  primary  class  be  divided  into  a  num- 
ber of  classes  in  charge  of  young  teachers,  who  can  aid  in 
preserving  order  and  in  teaching?'' 

A.  In  favor  of  subdivision  we  have  many  of  the  most 
prominent  Sabbath-school  workers — e.g.  Mrs.  Alice  W. 
Knox,  Mrs.  W.  F.  Crafts,  Mr.  I.  C.  Pierson,  etc. 

They  claim  that  this  subdivision  is  necessary  to  relieve 
the  primary  teacher  in  many  ways.     Mrs.  Knox  says : 

"  It  gives  rest  to  the  body,  mind  and  voc<al  organs.     The 


THE  PRIMARY  CLASS.  237 

strain  upon  the  nerves  of  the  person  who  conducts  an  infant 
class  for  an  hour,  singing,  praying  and  speaking,  with  every 
faculty  of  mind  and  body  alive,  is  one  of  the  severest  pos- 
sible. 

"  And  the  reason  why  some  [primary  leaders]  fail  is  that 
they  cannot  keep  themselves  or  their  class  up  to  the  tension 
during  the  full  hour.  But  by  classifying  the  scholars,  and 
giving  the  teachers  in  their  class  a  part  of  the  time  and 
work,  the  [primary  leader]  is  required  to  speak  but  part  of 
the  hour.  He  concentrates  his  thought  upon  an  address 
occupying  only  from  fifteen  to  twenty  minutes,  and  during 
the  rest  of  the  hour  supervises  and  guides  the  school. 

*^Such  a  classification  more  easily  secures  attention  and 
order,  because  each  teacher  has  a  small  number  to  control. 
Disorder  and  inattention  are  the  two  great  evils  of  infant 
schools,  and  it  is  not  surprising  that  they  should  prevail 
when  one  person  has  the  charge  of  forty,  fifty  or  more  rest- 
less children. 

"  One  essential  part  of  the  teacher's  work  is  to  assist  the 
superintendent  in  this  very  thing.  It  divides  the  labor  of 
visiting^  too,  for  an  infant  school  should  be  visited  with  as 
much  regularity  and  constancy  as  an  older  school.  It  is  im- 
possible for  one  person,  especially  when  surrounded  by  social 
and  domestic  cares,  as  those  in  charge  of  such  schools  usually 
are,  to  visit  so  large  a  number. 

"Another  advantage  of  this  classification  is  to  the  scholars. 
It  gives  them  the  variety  which  their  age  and  restlessness 
require.  It  gives  them  constant  occupation  without  weari- 
ness. 

"  It  secures  their  personal  attention  and  instruction,  which 
they  cannot  have  where  so  many  are  under  the  charge  of  but 
one  teacher. 

"There  is  another  important  advantage  to  the  teachers: 


238  WESTMINSTER  NORMAL   OUTLINES. 

"  A  younger  class  of  teachers  can  be  employed,  and  are 
most  desirable  for  this  department.  Some  who  might  oth- 
erwise leave  the  Sunday-school  at  the  age  of  sixteen  or 
eighteen  can  be  retained.  These  young  teachers,  under  the 
care  of  the  superintendent,  are  in  an  admirable  training- 
school  for  teaching  in  older  classes. 

"  It  is  just  the  time  for  them  to  acquire  skill  in  teaching 
and  to  learn  how  to  influence  other  minds." 

B.  On  the  other  hand  we  have  in  opposition  to  subdivis- 
ion such  teachers  as  Mrs.  G.  R.  Alden,  Mrs.  S.  W.  Clark, 
etc.     Mrs.  Alden  says  : 

"  I  do  not  think  it  ordinarily  desirable  to  subdivide  so  that 
the  lesson  is  taught  by  different  teachers,  for  these  reasons : 

"1.  My  experience  has  been  that  it  is  very  difficult  to 
find  in  a  Sunday-school  of  average  size  a  sufficient  number 
of  teachers  who  can  be  spared  who  are  fitted  to  make  Bible 
truth  clear  to  very  little  people. 

"  2.  Unless  they  are  mere  machines,  they  will  each  take 
a  different  method  of  teaching,  impress  one  thought  at  the 
expense  of  another,  and  the  summing  up  by  the  leader  will 
often  appear  to  the  little  people  like  another  lesson,  distinct 
from  the  one  their  teacher  has  given  them. 

^'  3.  If  they  should  all  happen  to  be  excellent  teachers, 
and  all  have  so  arranged  their  lessons  by  preparing  it  to- 
gether that  the  central  thought  would  be  the  same,  I  still 
believe  that  little  children,  unless  in  very  large  classes,  can 
be  better  taught  by  one  person,  speaking  to  them  in  a  nat- 
ural tone  of  voice,  standing  before  them,  and  by  more  or 
less  of  concert  recitation.  I  like  one  assistant,  or,  if  the 
class  is  very  large,  two,  in  order  that  the  roll  may  be  taken 
quietly  and  without  loss  of  time,  as  well  as  that  the  teacher 
may  reserve  her  strength  for  teaching,  while  the  assistant 
leads  in  singing  or  recitation.     I  think  the  assistant  should 


THE  PRIMARY  CLASS.  239 

be  one  who  in  the  necessary  absence  of  the  teacher  proper 
would  be  able  to  conduct  the  entire  service. 

"  There  may  be  circumstances,  however,  in  which  it  may 
be  advisable  to  divide  the  class  for  short  intervals,  or  in  very 
large  schools,  where  the  objections  to  subdivisions  would  be 
of  course  largely  obviated,  and  where  sub-teachers  can  be 
trained  under  the  eye  of  the  principal  teacher.  But  to  the 
oft-made  objection  that  one  teacher  has  not  time  to  hear  the 
verses  recited,  I  answer,  Teach  the  class  to  recite  in  concert, 
and  in  such  beautiful  musical  concert  that  the  least  hesitat- 
ing voice  can  be  detected ;  then  let  one  or  two  or  three  or 
six,  according  to  time,  recite  separately.'^ 

Note  1. — Each  primary  teacher  should  carefully  study  the  subject  of 
subdivision  of  primary  classes,  and  make  up  his  own  mind. 

Note  2. — Where  either  method  is  in  successful  operation  in  any  school, 
the  author  would  advise  against  making  a  change. 

3.  The  Teacher. — It  is  evident  that  the  primary  teacher, 
to  instruct  and  train  the  most  important  class,  must  be  the 
best  teacher  that  can  be  procured.  Ordinarily,  ladies  prove 
to  be  the  best  teachers  of  the  "  least  of  all,"  yet  among  the 
most  successful  in  this  labor  are  found  gentlemen.  The 
teacher  needs  the  sunshine  of  Jesus'  presence.  She  must  be 
good-humored,  patient.  She  must  love  children  and  under- 
stand child-nature.  She  must  be  sprightly  and  affectionate 
in  manner.  The  same  mind  must  be  in  her  that  was  in 
Christ  Jesus,  who  took  a  child  and  set  him  by  him,  who 
'*  took  them  up  in  his  arms,  put  his  hands  upon  them  and 
blessed  them,"  who  commands,  "  Feed  my  lambs." 

To  teach  a  primary  class  one  needs  to  become  "  as  a  little 
child." 

4.  The  teaching  of  the  primary  class  should  be  characterized — 
(1)  By   gospel   truth.     Christ   should   be   ever  "in  the 

midst." 


240  WESTMINSTER  NORMAL   OUTLINES 

(2)  By  "  a  little  at  a  time,  step  by  step." 

(3)  By  repetition  of  important  things. 

(4)  By  much  memorizing  of  Scripture. 

(5)  By  frequent  rests  and  changes  of  posture,  and  perform- 
ance of  little  physical  exercises. 

(6)  By  genuine  reverence. 

(7)  By  a  natural  manner  and  tone  of  voice. 

(8)  By  sprightliness. 

(9)  By  constant  and  judicious  use  of  illustrations.  (See 
Lesson  XIII.) 

You  will  make  little  headway  without  illustration.  Have 
in  the  room  a  cabinet  in  which  you  keep  your  objects  for 
illustrative  purposes. 

Normal  Drill, 

1.  What  three  facts  show  the  importance  of  the  primary  class  ? 

2.  Why  do  you  prefer  this  name  to  that  of  "infant  class  "  ? 

3.  Why  is  attractiveness  of  the  room  peculiarly  needed  in  primary 
classes  ? 

4.  Describe  an  appropriate  primary  room. 

5.  State  the  question  relative  to  the  subdivision  of  primary  classes. 

6.  Give  the  arguments  for  and  against  it. 

7.  Give  several  characteristics  of  successful  primary  teaching. 


LESSON  XXXI. 

TEACHING  CARELESS  SCHOLARS. 

By  the  Eev.  J.  H.  Vincent,  D.  D. 

The  restless,  wide-awake,  active,  intense,  ingenious,  irre- 
pressible boy,  full  to  the  overflow  of  the  very  essence  of  fun, 
is  not  the  most  troublesome  of  all  the  pupils  we  teach  in 
the  Sunday-school. 


TEACHING    CARELESS  SCHOLARS.  '24:1 

The  t'ull-growii,  tiilly-occupied,  active,  vigorous  man, 
whose  energies  arc  given  for  six  days  to  the  pursuits  of 
the  world,  is  not  by  any  means  the  most  troublesome  of  all 
our  students. 

The  boy  may  be  held  with  the  greatest  ease  by  an  inge- 
nious teacher.  All  he  needs  is  to  be  interested,  and  very 
siuiple  things  will  do  that.  Excite  his  curiosity,  utilize  his 
activity  and  reward  his  attention — then  the  problem  in  his 
case  is  easily  enough  solved. 

The  man  may  also  be  attracted  and  held.  His  activities, 
his  experiences  in  life,  the  ability  he  possesses  to  concentrate 
his  attention, — all  these  elements  render  him  helpful  to  the 
teacher,  and  rarely  troublesome  at  all.  He  may  be  captious, 
he  may  be  disposed  to  go  to  the  bottom  of  things,  he  may 
ask  the  teacher  some  very  puzzling  questions;  but  with  all 
these  he  thinks. 

1.  The  most  troublesome  of  all  the  pupils  we  are  required 
to  manage  in  the  Sunday-school  is  the  boy  who  is  just  be- 
yond boyhood,  and  yet  can  scarcely  be  regarded  as  a  man, 
wliose  exact  counterpart  is  the  girl  who  is  just  beyond  girl- 
hood, and  yet  can  scarcely  be  regarded  as  a  woman. 

2.  Let  us  consider  some  of  tlie  peculiarities  of  tiiis  age.  In 
them  we  sliall  find  some  excuse  for  the  worst  features  of  young 
people  who  are  in  it,  and  perhaps  some  aid  in  the  direction 
and  instruction  to  which  as  Sundav-school  teachers  we  are 
«-alled. 

(1)  These  young  people  are  just  leaving  the  age  of  artless- 
ness  and  simplicity,  which  are  characteristic  of  childhood ; 
they  have  come  into  the  age  of  awkwardness  and  self-con- 
sciousness. 

(2)  Their  attention  and  tastes  are  wholly  diverted  from  the 
serious  and  earnest  things  of  life,  and  they  have  no  interest 
whatever  in  so-called  religious  matters.     This  world  is  per- 

21  y 


242  WESTMINSTER  NORMAL    OUTLINES 

fectly  fascinating  to  them — they  see   everything  through   a 
rose-colored  medium. 

(3)  A  false  view  of  themselves  and  of  the  worth  of  the 
world  gives  them  an  overweening  sense  of  their  own  im- 
portance. 

(4)  The  whole  tone  of  a  life  like  this  will,  of  necessity, 
be  frivolous  ;  fun  and  frolic  and  fashion  and  folly  make  up 
the  whole  of  life,  except  where  a  wise  parental  discipline 
prevents  it. 

(5)  The  young  people  in  this  age  are  likely  to  regard  in- 
subordination as  a  particularly  bright  thing.  They  are  fond 
of  showing  disregard  of  all  authority. 

(6)  At  this  age  young  people  Jacic  self-government.  To 
rule  one's  self  is  a  lesson  which  it  takes  years  to  learn  ; 
they  have  not  yet  learned  it.  The  dictates  of  sound  judg- 
ment and  of  good  taste  are  little  heeded.  The  will  is  swept 
this  way  and  that  by  impulse  and  passion. 

(7)  In  many  cases  these  young  people  are  unemployed 
much  of  the  time.  Indolence  aggravates  every  peculiar  dif- 
ficulty in  their  case  which  we  have  considered. 

(8)  We  must  also  remember  that  the  majority  of  people 
do  not  sufficiently  appreciate  the  peculiar  embarrassments  of 
such  young  people.  They  ridicule  them  unsparingly ;  if 
they  have  the  authority,  they  scold  them. 

(9)  It  is  sometimes  the  case  that  the  class  we  are  discuss- 
ing, from  associations  of  a  most  unfortunate  kind,  are  tinc- 
tured with  a  sort  of  skepticism,  which  they  are  as  incompe- 
tent to  define  as  they  are  to  defend. 

3.  What  are  the  Sunday-school  teacher's  duties  to  this  class 
of  pupils?     We  answer: 

(1)  Remember  what  they  are  to  be  in  the  future — the  fathers 
and  the  mothers  of  the  next  generation. 

(2)  Remember  that   the  period   through   which  they  are 


TEACHING   CARELESS  SCHOLARS.  243 

passing  is  not  likely  to  last  long,  and  yet  that  it  is  full  of 
the  gravest  possibilities.  Therefore  teach  for  the  future. 
The  truth  earnestly  taught  to-day  will  certainly  yield  fruit 
in  the  future. 

(3)  Be  very  patient.  Never  seem  to  be  annoyed  by  the 
irregularities  and  mischievous  devisings  of  such  pupils.  En- 
dure! endu7'ef  endure!  Be  full  of  good-humor.  Never 
scold.  Let  them  look  upon  you  as  a  cheery,  good-natured 
soul,  whose  life  has  a  great  deal  of  sunshine  in  it. 

(4)  The  next  rule  will  be  easy  enough  to  observe  if  you 
can  keep  the  last  one.  It  is  this :  Win  the  love  of  your  pu- 
pils. They  have  it  in  them  to  love  any  one  who  will  come 
into  their  sphere  with  confidence  and  sympathy  for  them. 

(6)  Teach  with  great  simplicity.  Teach  them  very  much 
as  you  would  teach  an  infant  class,  but  don't  let  them  know 
that  you  are  trying  to  do  that.  Give  them  the  clearest  il- 
lustrations, the  plainest  applications,  but  do  it  in  a  tone  and 
manner  which  shall  really  respect  the  age  and  social  stand- 
ing of  such  pupils. 

(6)  Kindle  their  ambition.  Appeal  to  their  self-respect. 
Show  them  the  worth  of  knowledge  and  the  contemptible- 
ness  of  ignorance.  Call  their  attention  to  the  successful  peo- 
ple in  their  own  neighborhood. 

(7)  Teach  the  law  of  God  with  all  its  severest  penalties. 
We  make  a  great  mistake  in  these  days  in  not  presenting  lo 
our  youth  the  realities  of  judgment,  the  holiness  of  God, 
the  righteous  wrath  of  God  and  the  certainty  of  future  pun- 
ishment: All  this  should  be  done  affectionately  and  with 
great  tenderness,  but  it  should  be  done. 

(8)  Put  the  right  books  into  their  hands.  A  good  book  is 
often  the  means  of  saving  a  young  man  from  perdition. 

(9)  Visit  and  understand  and  secure  the  co-operation  of 
their  parents  or  guardians. 


244  WESTMINSTER  NORMAL   OUTLINES 

(10)  Get  them  interested  in  a  social  organization  of  some 
kind.  A  little  society  in  the  church  might  be  conducted  in 
tlie  interest  of  such  youth,  and  would  be  of  incalculable  ad- 
vantage. 

(11)  One  thing  more  remains  to  be  said.  The  earlier  you 
can  commit  youp  young  people  to  the  personal  service  of  Christ, 
the  stronger  your  hold  upon  them,  and  the  safer  they  will 
be  while  passing  through  the  perilous  period  I  have  de- 
scribed. 


LESSON   XXXII. 

THE    SUPERINTENDENT. 

Every  one  will  agree  with  Dr.  J.  S.  Hart's  statement: 
"  There  is  not  much  exaggeration  in  the  common  saying  that 
*  the  superintendent  is  the  school.'  "  Given  a  good  si!])enn- 
tendent,  qualified  and  active,  and  tiie  school  will  be  built  up 
in  si)ite  of  all  hindrances.  While  it  is  possible  for  faithful 
teachers  to  carry  on  the  school  even  though  the  superintend- 
ent is  incapable  or  ftiithless,  yet  they  labor  under  serious 
embarrassment,  and  cannot  achieve  the  success  they  desire. 
Mr.  Pardee  said  :  "The  whole  character  and  influence  of  a 
Sabbath-school  will  depend  largely  n})on  the  character  and 
adaptedness  of  the  superintendent." 

Note. — Every  one  has  his  ideas  of  the  superintendent's  office  and  work. 
I^et  the  conductor  draw  out  these  for  the  members  of  the  Normal  Class. 
This  can  be  done  by  asking  a  list — 

1.  Of  the  duties  of  the  superintendent. 

2.  His  qualifications. 

It  will  be  found  the  list  of  (hities  will  determine  the  list  of  qualifications. 

I.  The  Superintendent's  Duties. 

These  are  in  g<MH'i'al  those  of  a  ruler  and  of  a  teacher.    He 


THE  SUPERINTENDENT.  245 

is,  firjst  of  all,  subordinate  to  the  pastor,  the  chief  ruler  in 
the  school.  He  is  therefore  to  superintend^  to  oversee,  all  its 
organization  and  work.  And  as  the  leader  of  the  teachers, 
next  to  the  pastor,  he  must  be  a  chief  teacher  of  teachers. 
The  charge  of  Paul  to  Timothy  may  well  ring  in  the  soul 
of  every  superintendent  (1  Tim.  iv.  11-16):  "These  things 
command  and  teach.  Let  no  man  despise  thy  youth,  but  be 
thou  an  example  of  the  believers  in  word,  in  conversation, 
in  charity,  in  spirit,  in  faith,  in  purity.  Till  I  come  give 
attendance  to  reading,  to  exhortation,  to  doctrine.  Neglect 
not  the  gift  that  is  in  thee.  .  .  .  Meditate  upon  these  things, 
give  thyself  wholly  to  them,  that  thy  j)rofiting  may  appear 
to  all. 

"  Take  heed  unto  thyself  and  unto  the  doctrine.  Continue 
in  them,  for  in  doing  this  thou  shalt  both  save  thyself  and 
them  that  hear  thee." 

First — "Take  heed  urId  thyself." 

"  For  as  the  man  is,  so  is  his  strength."  The  first  part 
of  the  vineyard  he  is  to  cultivate  is  his  own  soul.  If  he 
is  abiding  in  Christ,  and  has  Christ  abiding  in  him,  he  shall 
bring  forth  much  fruit.     (See  Lesson  III.,  pp.  145-147.) 

1.  Let  him  therefore  take  heed  to  abide  in  Christ. 

2.  Take  heed  to  study  the  word — 

(1)  For  spiritual  profit. 

(2)  For  teaching  purposes. 

The  superintendent,  more  than  others,  should  "let  the 
word  of  Christ  dwell  in  him  richly  in  all  wisdom."  He 
ought  to  understand  the  Bible  and  how  to  teach  the  Bible. 

3.  To  "pray  without  ceasing,"  not  only  for  himself  and 
his  immediate  interests,  but  for  his  church  and  school,  and 
for  the  teachers  individually  and  by  name. 

4.  To  sift  his  motives.     (See  Lesson  IV.,  ]>}).  148,  149.) 

21* 


2  46  WESTMINSTER  NORMAL   OUTLINES. 

He  must  labor  for  nothing   less  than  Christ's  glory  in  the 
spiritual  good  of  the  school. 

5.  To  take  heed  as  to  his  personal  relations  to  the  church 
and  astor.  No  man  who  is  not  personally  in  harmony  and 
intimate  Christian  fellowship  with  the  pastor  can  attain  com- 
plete success  as  superintendent. 

Second — "And  unto  the  doctrine. " 

1.  He  should  familiarize  himself  with  the  Sabbath-school 
work  in  its  literature,  and  by  attending  Institutes  and  Nor- 
mal Classes,  and  by  observing  the  methods  of  approved  work- 
men. He  ought  especially  to  understand  the  true  nature,  re- 
lations, organization,  classification  and  management  of  the 
Sabbath-school. 

2.  With  the  pastor  and  session  to  make  adequate  provis- 
ion for  the  training  of  the  teachers  in  a  Normal  Class,  etc. 

3.  With  the  pastor  to  take  part  in  the  nomination  of 
teachers  and  the  selection  of  lesson-helps. 

4.  He  ought  to  be  so  charged  with  God's  Spirit  as  to  in- 
spire with  a  holy  enthusiasm  all  the  workers. 

5.  With  the  pastor  he  ought  to  make  out  the  order  of  wor- 
ship of  the  school  or  its  programme  of  exercises.  He  should 
carefully  study  each  part  of  the  programme  and  conscien- 
tiously prepare  his  hymns,  Scripture  passages  and  notices. 

6.  To  provide  the  wisest  methods  for  promoting  in  his 
school  temperance-work  among  the  young. 

7.  In  all  his  plans  and  labors  to  keep  in  view  the  identi- 
fication of  the  Sabbath-school  with  the  church. 

8.  In  the  absence  of  the  pastor  to  lead  the  Teachers' 
Meeting  and  the  Normal  Class. 

Third — His  Duties  in  the  School. 

1.  To    be  early  at  the  school-room,  and  with  Christian 


THE  SUPERINTENDENT.  247 

courtesy  to  greet  the  officers,  teachers  and  scholars  as  they 
arrive. 

2.  To  classify  the  school.  (See  Westminster  Normal  Ouf- 
lineSy  Junior  Course,  pp.  41-43.) 

3.  With  reverence  and  fervor  and  naturalness  to  lead  the 
opening  exercises  of  the  school.  (See  Lesson  XXV.,  pp. 
211-215.) 

4.  To  supply  vacant  classes  with  teachers  as  far  as  prac- 
ticable. 

5.  Maintain  order  in  the  Sabbath-school.  (See  Lesson 
XIL,  pp.  169-171.) 

6.  In  the  absence  of  the  pastor  to  review  the  school. 

7.  To  see  that  the  Catechism  is  taught  to  all  the  scholars. 

8.  To  see  that  the  Librarian,  Secretary,  Chorister  and  the 
several  committees  do  their  duty. 

9.  Must  see  all  that  transpires,  and  especially  how  the 
teachers  perform  their  duties. 

10.  Regularly  and  emphatically  announce  the  services  of 
the  church. 

11.  To  be  attentive  to  visitors,  and  especially  to  stran- 
gers. 

12.  If  possible,  learn  the  name  of  each  scholar. 

13.  To  protect  the  teachers  against  all  interruption  during 
lesson-time. 

14.  At  the  close  of  the  school  to  hold  a  twenty-minute 
prayer-meeting,  inviting  to  it  all  teachers  and  scholars. 

Fourth — During  the  Week. 

1.  To  be  an  example  of  the  believers  in  life,  speech  and 
church- work. 

2.  To  visit,  as  far  as  practicable,  the  sick  of  the  school. 

3.  To  see  that  the  school  is  financially  supported. 

4.  To  plan  and  execute  a  thorough  canvass  of  the  scholars 


248  WESTMINSTER  NORMAL   OUTLINES. 

and  the  field.     He  should  devise  liberal  things  for  Sabbath- 
school  mission-work. 

5.  To  deal  individually  with  inquirers  for  salvation. 

Normal  Drill, 

1.  What  considerations  show  the  importance  of  this  office? 

2.  Give  a  list  of  the  superintendent's  duties  to  himself. 

3.  Illustrate  each  duty. 

4.  Give  a  similar  list  of  duties  as  to  the  teaching  of  the  school. 

5.  What  are  his  duties  during  school-time. 

6.  During  the  week  ? 


LESSON    XXXIII. 

THE    SUPERINTENDENT   (Concluded). 

II.  His  Qualifications. 

These  we  sum  up  in  three  words : 

Rrst — Character. 

(See  Lesson  III.,  pp.  145-147.) 

Second — Knowledge. 

The  superintendent  must  carefully  avoid  making  a  dis- 
play of  his  knowledge,  but  he  must  possess  it. 

He  should  know  his  Bible,  his  school,  and  the  best  edu- 
cational methods. 

Third — Government  or  Executive  Ability. 

Dr.  J.  S.  Hart  says :  "  The  superintendent  should  have 
good  executive  ability.  It  is  not  easy  to  define  exactly  what 
is  meant  by  this  term.     The  thing  itself,  however,  is  some- 


THE  SUPERINTENDENT.  249 

thing  we  all  recognize  when  we  see  it.  It  is,  to  speak  gen- 
erally, the  ability  to  see  clearly  what  agencies  are  needed  for 
success  in  any  enterprise,  combined  with  a  certain  inventive 
power  in  finding  out  such  agencies  and  employing  them  in 
their  appropriate  work." 

The  superintendent  knows  he  cannot  do  all  the  work  him- 
self; he  therefore  carefully  selects  those  to  aid  him  who 
will  not  fail  him.  The  superintendent  of  a  Sabbath-school 
needs  the  same  kind  of  executive  ability  that  a  superintend- 
ent of  a  railroad  or  a  mine  needs.  He  must  have  the  power 
to  secure  the  hearty  co-operation  of  other  agents.  This  co- 
operation must  be  constant  and  harmonious..  We  see  this 
talent  every  day  in  business.  We  need  to  realize  that  this 
is  the  great  qualification  of  a  superintendent.  It  is  more 
important  than  great  learning  or  oratorical  abilities,  or 
even  great  educational  acquirements.  It  is  the  most  im- 
})ortant  requisite  excepting  the  possession  of  a  Christian 
character. 

Dr.  James  W.  Alexander  used  to  say  "that  a  man  who 
can  well  superintend  a  Sabbath-school  can  command  an 
army." 

There  may  be  few  men  who,  untried  and  undeveloped, 
possess  these  qualifications,  but  there  are  many  who,  if  called 
to  the  high  office  of  superintendent,  and -if  they  diligently 
study  and  faithfully  labor,  will  grow  up  into  the  height  of 
this  grand  work. 

III.  The  Election  of  Superintendent. 

The  Sabbath-school  as  one  with  the  church  is  subject  to 
the  same  governing  authorities  as  the  church.  The  govern- 
ment of  a  particular  congregation  in  the  Presbyterian  Churcli 
is  vested  in  the  Session  elected  by  the  members  of  the  church. 
Therefore  the  Session    has   supreme  authority  over  the  Sab- 


250  WESTMINSTER  NORMAL  OUTLINES. 

bath-school  work  of  that  congregation  and  over  the  election 
of  all  officers  and  the  appointment  of  all  teachers. 

The  General  Assembly  of  1840  (O.  S.,  page  310)  decided: 
"  These  schools  should  always  be  under  the  direction  of  the 
pastor  and  Session  ;"  and,  in  1879  (p.  558),  *' That  we  here- 
by renew  the  deliverance  of  former  Assemblies  in  asserting 
the  right  and  duty  of  Sessions  to  exercise  authoritative  su- 
pervision of  the  Sabbath-school  work  of  their  congrega- 
tions/' (See  Westminstei'  Normal  Outlines^  Junior  Course, 
pp.  29,  35.) 

Dr.  J.  S.  Hart,  in  Sunday-school  Idea  (p  37),  says :  "  The 
school,  according  to  my  notion,  is  not  a  little  republic,  or  a 
ward-meeting,  or  an  arena  for  exercising  the  suffrage,  but  a 
place  for  work  under  the  direction  of  the  constituted  author- 
ities of  the  church.  The  church  has  a  work  to  do,  and 
appoints  a  man  to  manage  it,  just  as  a  railroad  corpor- 
ation appoints  an  engineer  or  a  conductor.  The  teachers 
of  a  public  school  do  not  elect  their  principal :  why  should 
the  teachers  of  a  Sunday-school  do  so  ? 

"  There  are  two  ways  of  destroying  all  the  life  of  a  school. 
One  is  to  load  it  down  with  a  complex  machinery  of  laws 
and  by-laws — to  ^constitution'  it  to  death.  The  other  is  to 
make  its  offices  a  bone  of  electioneering  contention.  When 
this  sort  of  feeling  creeps  into  a  school  it  might  as  well 
close  its  doors;  and  how  can  this  feeling  be  excluded  when 
the  position  of  superintendent  is  held  up  as  a  prize  to  be 
scrambled  for,  and  the  aspirant  feels  that  he  must  cater  for 
votes?" 

The  wisest  way,  therefore,  as  it  is  also  the  way  that  har- 
monizes with  our  church  government,  is  for  the  Session  to 
select  the  superintendent,  and,  with  his  counsel,  all  the  of- 
ficers and  teachers. 

1 .  Hov)  the  Session  should  exercise  this  right  and  duty  is  left 


THE   TEACHER'S  LIBRARY.  251 

fo7'  them  to  decide.  One  way  is  to  do  it  absolutely  and  di- 
rectly ;  the  other  is  to  request  the  teachers  to  nominate  the 
superintendent  and  officers,  and  the  Session  to  confirm  or 
reject  the  nominations.  In  either  way  the  superintendent  is 
selected  by  the  church,  in  its  representative  body,  the  Ses- 
sion, to  do  a  work  for  the  church  and  under  the  authority 
of  the  church. 

2.  The  superintendent  with  other  officers  should  be  pub- 
licly installed  with  suitable  religious  ceremonies.  The 
proper  dignity  is  thus  given  to  the  office.  It  affi^rds  an  ap- 
propriate introduction  to  his  solemn  and  important  duties, 
and  the  sympathy  and  prayers  of  the  church  are  thus  awak- 
ened on  behalf  of  the  newly-installed  officer. 

Normal   Drill, 

1.  Keview  briefly  the  former  list  of  the  superintendent's  duties. 

2.  What  is  the  fii-st  qualification  of  a  superintendent  ? 

3.  The  second  ? 

4.  The  third  ? 

5.  How  are  these  to  be  obtained  ? 

6.  How  should  the  superintendent  be  elected  ? 

7.  Give  your  reasons. 

8.  Why  should  Sabbath-school  officers  be  publicly  installed? 


LESSON    XXXIV. 

THE  TEACHER'S   LIBRARY. 

I.  After  the  teacher  has  exhausted  his  own  resources  of  knowl- 
edge, he  has  a  right,  and  it  is  his  duty,  to  obtain  all  the  help 
he  can  from  othei's. 

For  many  centuries  the  ablest  scholars  have  been  explor- 
ing the  Bible  and  publishing  their  discoveries  and  the  results 


252  WESTMINSTER  NORMAL    OUTLINES. 

of  their  studies.  No  student  of  tlie  Word  ought  to  ignore 
the  labors  of  these  Christian  writers.  To  the  teacher  study- 
ing these  or  any  of  these  books  mentioned  below,  the  follow- 
ing cautions  from  the  Round  Lake  Normal  Guide  may  ap- 
propriately be  repeated.     Remember — 

"  1.  That  they  are  human  helps,  and  do  not  possess  di- 
vine authority. 

"2.  That  they  are  useful  as  the  productions  of  scholars, 
skillful  and  pious  men. 

"3.  That  they  are  of  most  value  after  independent,  pa- 
tient and  devout  thought  on  the  part  of  the  student  him- 
self 

"4.  That  after  such  independent  preparation  the  student 
cannot  have  too  many  helps. 

"  5.  That  it  is  helpful  to  condense  the  thoughts  of  such 
authorities,  expressing  them  in  the  student's  own  lan- 
guage. 

"6.  That  conversation  with  others  about  the  views  of  au- 
thorities is  an  admirable  method  of  making  their  thoughts 
one's  own. 

"  7.  That  when  both  the  thoughts  and  the  language  of  an 
authority  are  employed  the  student  should  give  him  credit." 

II.  The  following  list  of  books  is  given  as  a  help  to  the  teacher 
in  selecting  a  library  for  himself  or  to  be  owned  by  a 
church : 

Bear  in  mind — 

1 .  That  the  only  indispensable  helps  which  the  teacher  needs — 
together  with  that  prayer  for  the  aid  of  the  Holy  Spirit  which 
should  accompany  all  his  labors  and  studies — are, 

(1)  A  Reference  Bible. 

(2)  A  Concordance  or  Bible  Text-Book. 

(3)  A  good  Bible  Dictionary. 


THE  TEACHER'S  LIBBABY.  253 

2.  The  teacher  is  not  advised  to  purchase  all  the  books 
mentioned  below ;  many  of  them  cover  the  same  ground. 

3.  These  books  are  not  all  of  equal  value  to  every  teacher. 
Each  individual  must  use  his  own  judgment  in  selecting  that 
one  of  a  class  of  books  which  will  be  best  adapted  to  him. 

III.   The  Sabbath-school  should  have  a  teacher'' s  library,  con- 
taining such  books  as  are  named  in  this  list. 

First. — Books  Helpful  in  Studying  the  Bible. 

I.  General  Works. 

1.  Books  of  Reference. 

Young's  Concordance. 

Cruden's  Concordance. 

Smith's  Dictionary  of  the  Bible. 

Kitto's  Cyclopcedia  of  Biblical  Literature. 

McClintock  and  Strong's  Cyclopcedia  of  Biblical^  Theo- 
logical and  Ecclesiastical  Literature. 

Westminster  Bible  Dictionary  (published  by  the  Presbyte- 
rian Board  ;  very  comj^lete.     Price  $1.50). 

A  general  encyclopaedia  will  be  valuable. 

2.  Introductions  to  Bible  Study. 

Home's  Lntroduction. 
Angus's  Bible  Handbook. 
Mimpriss's  Gospel  Treasury. 
Barrow's  Companion  to  the  Bible. 
Robinson's  Harmony. 

II.  Commentaries. 

1.  On  the  whole  Bible. 

Matthew  Henry's. 

22 


254  WESTMINSTER  NORMAL   OUTLINES. 

Lange's. 

Jamieson,  Faussett  and  Brown's. 
The  Speaker^s  Commentary. 
Barnes's  Notes. 

Bible  Reader^ s  Commentary  (New  Testament) ;  J.  G.  But- 
ler, D.  D. 

2.  On  Special  Books. 

Genesis — Bush,  Murphy,  Jacobus. 

Exodus—    " 

Leviticus — Bush,  Bonar. 

Numbers  and  Deuteronomy — Bush. 

From  Ruth  to  Esther — Keil,  Delitzsch,  and  those  named 
above  under  1. 

Job — Barnes,  Cowles,  W.  H.  Green. 

Psalms — Alexander,  Spurgeon  ( Treasury  of  David),  Barnes. 

Proverbs — Arnot. 

Eedesiastes — ^ Young,  Bridges,  Lange. 

Solomon^s  Song — Burrows. 

Isaiah — Alexander,  Barnes. 

Jeremiah — Delitzsch,  Cowles. 

Ezekiel — Fairbairn,  Delitzsch,  Hengstenberg,  Cowles. 

Daniel — Barnes,  Cowles. 

Minor  Prophets — Henderson,  Delitzsch,  Cowles. 

Tlie  Gospels — Barnes,  Jacobus,  Abbot,  Owen,  Brown ; 
Ryle's  Expository  Thoughts  on  the  Gospels,  Stier's  Word^  of 
the  Lord  Jesus. 

Matthew — Alexander  (J.  A.). 

Mark — Alexander,  Barnes,  etc. 

Ijuke — Godet. 

John — Meyer,  Lange,  Barnes. 

Parables — Trench,  Arnot,  Nevin  (in  press). 

Miracles — Trench. 


THE  TEACHER'S  LIBRARY.  255 

Acts — Alexander,  Arnot,  Jacobus,  Abbott. 

Romans — Hodge,  Shedd,  Barnes,  Meyer. 

Co7'inthiaiis — Hodge,  Lange,  Meyer. 

Galatians — Eadie, 

Ephesians — Hodge, 

Ph  ilippians — Ead  ie, 

Colossians — Lightfoot, 

Thessalonians — Ead  ie, 

Pastoral  Epistles — Fairbairn,  Lange,  Meyer. 

Hebrews — Delitzsch,  Lange,  Meyer. 

Catholic  Epistles — Barnes,  Lange. 

First  Peter — Leigh  ton. 

Revelation — Hengstenberg,  McDonald,  Lange. 

Perhaps  the  most  scholarly  and  reliable  commentary  on 
the  entire  New  Testament  is  that  of  Meyer. 

[This  list  of  commentaries  on  special  books  is  almost  en- 
tirely from  the  pen  of  Rev.  W.  H.  Roberts,  Librarian  of 
Princeton  Theological  Seminary.] 

II L  Evidences  of  Christianity. 

1.  On  General  Subjects. 

Alexander. 

Mcllvaine  (Bishop). 

Barnes. 

Hopkins. 

Burr :  Ad  Fidem. 

2.  On  Infidelity. 

Christlieb  :  Mode^m  Doubt  and  Christian  Belief. 

Flint:  Anti-Theistic  Theories. 

McCosh  :   Christianity  and  Positivism. 

Nelson  :   Cause  and  Cure. 

Patton  :    Underlying  Pr'inciples  of  Unbelief 


256  WESTMINSTER  NORMAL   OUTLINES. 

3.  Science  and  Religion. 

Dawson  :   Origin  of  the  World. 
Dawson  :  Story  of  the  Earth  and  Man. 
Hugh  Miller :   Testimony  of  the  Rocks. 
Joseph  Cook  :  Monday  Lectures : 

Biology. 

Transcendentalism. 

Orthodoxy. 

TV.  Lives  of  Christ. 

Andrews  (S.  J.) :  Life  of  our  Lord. 

Ellicott :  Historical  Lectures. 

Farrar :  Life  of  Christ, 

Geikie :  Life  and  Words  of  Christ. 

Lange  :  Ufe  of  Christ. 

Hanna :  Life  of  Christ. 

V.  Theological  Works. 

Charles  Hodge :  Systematic  Theology. 

A.  A.  Hodge :   Outlines  of  Theology,  The  Atonement. 

F.  L.  Patton  :  "  Summary  of  Christian  Doctrine  "  (found 
in  Preparing  to  Teach). 

A.  A.  Hodge :   Commentary  on  the  Confession  of  Faith. 

Moses  Stuart :  Future  Punishment. 

Townsend  :  Lost  For  Ever. 

R.  M.  Patterson :  Paradise. 

Tracts  on  the  Doctrines,  Order  and  Polity  of  the  Presbyte- 
rian Church,  13  vols.  (Presbyterian  Board). 

VI.  Historical. 

Geikie  :  Hours  with  the  Bible. 

Kurtz :  History  of  the  Old  Covenant. 

Smith :  Studeyifs  History  of  the  Old  Testament. 


THE  TEACHER'S  LIBRARY.  257 

Smith  :  Student's  History  of  the  New  Testament. 

Stanley  :  History  of  the  Jewish  Church  (3  vols.). 

Rawlinson  :  Historical  Evidences. 

Neander :  Planting  and  Training  of  Christianity. 

Schaff :  History  of  the  Church. 

D'Aubigne :  History  of  the  Reformation, 

Wharey :  Chur^ch  History. 

Blackburn :   Church  History. 

Life  and  Epistles  of  St.  Paul — Conybeare  and  Howson. 

The  Apostle  Peter,  his  Life  and  Letters — S.  G.  Green. 

Life  and  Epistles  of  Paul — Lewin. 

Life  and  Work  of  St.  Paul — Farrar. 

Life  and  Writings  of  St.  John — McDonald. 

Why  Four  Gospels  f — Gregory. 

VII.  Biographical. 

Moses,  Elijah,  Daniel  and  Peter — W.  M.  Taylor. 

Abraham  the  Friend  of  God — Dykes. 

The  Patriarchs — Dr.  W.  Hanna. 

Studies  upon  Old-Testament  Characters — Guthrie. 

Elijah,  the  Favored  Man — R.  M.  Patterson. 

McCracken :  Leaders  of  the  Church  Universal. 

Smith  :  Dictionary  of  Christian  Biography. 

VIII.  Geography,  Manners  and  Customs. 

Green's  "  Biblical  Archaeology  "  (found  in  Preparing  to 
Teach). 
Robinson's  Biblical  Researches  in  Palestine. 
Van  Lennep's  Bible  Lands. 
J.  M.  Freeman :  Bible  Manners  and  Customs. 
Thomson's  Land  and  the  Book. 
Coleman's  Historical  Text-Book  and  Atlas. 
Dulles:   The  Ride  Thr'ough  Palestine. 
22  *  R 


258  WESTMINSTER  NORMAL   OUTLINES. 

Stanley's  Sinai  and  Palestine. 
Bartlett :  From  Egypt  to  Palestine. 
Tristram's  Land  of  Israel. 

IX.  Spiritual  Life. 

Alexander :  Religious  Experience. 

Baxter :  Saints^  Everlasting  Best. 

Bowen :  Daily  Meditations. 

Doddridge :  Rise  and  Progress. 

Hodge ;    Way  of  Life. 

Hunt  (Ezra  M.) :   Grace  Culture. 

Thomas  a  Kempis :  Imitation  of  Christ. 

Augustine :   Confessions. 

Phelps :  Still  Hour. 

Jeremy  Taylor  :  Holy  Living  and  Dying. 

Dickson  :  All  about  Jesus. 

Miss  Havergal :  Kept  for  the  Master's  Use^  etc. 

J.  R.  Miller :    Week-Day  Religion. 

Second — Books  Helpful  in  Teaching  the  Bible. 
I.  On  the  Sabbath-School. 

I?ie  American  Sunday-school  and  its  Adjuncts — Alexander. 

Thoughts  on  Sabbath-schools — Hart. 

Tlie  Sunday-school  Idea — Hart. 

The  Sabbath-school — Inglis. 

Tlie  Church  School — ^Vincent. 

The  Sunday-school  World — Gray. 

The  Sabbath-school  Index — Pardee. 

Our  Children — Hay  good. 

Our  Sunday-school — Waldo  Abbott. 

Aids  to  Sunday-school  Workers — E.  D.  Jones. 

The  Church  and  her  Children — Barrows. 

The  Ideal  Sunday-school — Crafts. 

Robert  Raikes — Alfred  Gregory. 


THE  TEACHER'S  LIBRARY.  259 

II.  Normal-Class  Text-Books. 

Vincent:   Chautauqua  Normal  Guide. 

Hall,  Green,  Patton,  etc. :  Preparing  to  Teach. 

McEwen  :  Presbyterian  Norr^ial- Class  Teacher. 

Worden:    Westminster  Normal  Outlines. 

Vincent :  Sunday-school  Institutes  and  Normal  Classes. 

John  F.  Hurst :   Outlines  of  Bible  Histoi'y. 

John  F.  Hurst :   Outlines  of  Church  History. 

III.  Methods  of  Teaching. 

J.  Bennett  Tyler :  Preparing  to  Teach. 

Page  :   Theory  and  Practice  of  Teaching. 

Packard :   The  Teacher  Taught. 

Packard  :   The  Teacher  Trained. 

Gall :  Nature^s  Normal  School. 

Trumbull :   The  Sabbath-school  Concert. 

Trumbull :  Review  Exercises  in  the  Sunday-school. 

Trumbull :   The  Model  Superintendent. 

Vincent :  Helpfid  Hints. 

Fitch  :  Art  of  Questioning. 

Fitch  :  Art  of  Securing  Attention. 

Mrs.  Knox  :   The  Infant  Class. 

Mrs.  Alden :  How  to  Teach  Little  People. 

W.  F.  Crafts :   Through  the  Eye  to  the  Heart. 

Frank  Beard  :   The  Blackboard  in  the  Sunday-School. 

McCook :   Object  and  Outline  Teaching. 

J.  L.  Hughes  :  Attention. 

J.  L.  Hughes :  Mistakes  of  Teachers. 

House :  Sunday-school  Hand-Book. 

Gray  :   Topics  for  Teachers. 

Kiddle  and  Schem  :   Oyclopcedia  of  Education. 


260  WESTMINSTER  NORMAL  OUTLINES. 

ly.  Addresses  to  the  Young. 

Todd :  Lectures  to  Children, 

Dr.  Richard  Newton :  Sermons  to  Children  ;  Bible  Jewels  ; 
Bible  Wonders;  The  King  in  his  Beauty ;  Great  Pilot ;  Bible 
Blessings ;  Safe  Compass,  etc. 

Breed :   Grapes  from  the  Great  Vine. 

Hammond :  Children  and  Jesus  ;  The  Conversion  of  Chil- 
dren. 

Miscellaneous. 

Goulbourn :  Thoughts  on  Personal  Religion ;  The  Idle 
Word. 

Foster  :  New  Cydopoedia  of  Prose  Blustrations  (2  vols.) ; 
Poetical  Illustrations  (2  vols.). 

Calvin:  Institutes. 

Nevin :  Notes  on  Shorter  Catechism. 


NOTES 


On  Part  First,  Lesson  XXII.  (pp.  107-109) :— Epis- 
tle TO  THE  Hebrews. 

The  Rev.  John  C.  Hill,  of  Fayetteville,  N.  Y.,  kindly 

contributes  the  following  paper  on 

THE  TABERNACLE. 

If  we  get  a  clear  idea  of  how  and  why  the  Tabernacle 
came  to  exist,  then  we  have  the  key  to  the  scheme  of  re- 
demption, to  the  theology  of  the  Bible  and  to  the  interpre- 
tation of  many  passages  that  are  otherwise  obscure. 

I.  We  will  approach  the  Tabernacle  from  Eden. 

1.  In  Eden,  God  and  man  were  in  perfect  communion. 

2.  Sin  entered  and  caused  the  separation  of  God  from  man 
— of  holiness  from  sin  ;  "  so  he  drove  out  the  man." 

3.  We  come  upon  two  altars — Cain  and  Abel.  Why  did 
they  bring  an  offering  ?  Their  father's  example  or  his  in- 
struction. Whence  his  knowledge?  It  was  revealed  from 
God.     We  know  this,  because — 

(1)  Sacrifice  is  unaccountable  otherwise.  We  cannot  con- 
ceive of  the  idea  of  slaying  an  animal  as  a  propitiation  to 
God  suggesting  itself  to  man. 

(2)  The  sacrificial  system  was  elaborated  under  Moses  by 

2fil 


262  WESTMINSTER  NORMAL   OUTLINES. 

express  divine  command ;  the  strong  presumption,  then,  is 
that  it  was  at  first  instituted  by  God. 

(3)  We  cannot  conceive  of  God  leaving  the  world  for  so 
many  centuries  without  knowledge  of  the  way  of  access  to 
God  and  restoration  to  his  favor. 

(4)  God  is  very  jealous  of  the  ways  his  people  prescribe 
to  and  for  themselves  by  which  to  approach  him. 

(5)  Heb.  xi.  4  by  fair  inference  implies  that  the  offering 
was  after  divine  sanction. 

(6)  Gen.  iii.  21.  God  therefore  taught  at  the  very  first 
that  "without  shedding  of  blood,''  etc. 

4.  These  altars  were  no  doubt  erected  near  Eden,  in  pres- 
ence of  the  cherubim  and  the  flaming  sword. 

5.  This  gives  the  idea  of  a  sacred  place. 

6.  There  are  indications  all  through  the  patriarchal  hist- 
ory that  there  were  places  where  God  specially  manifested 
his  presence — 

(1)  In  Eden. 

(2)  Going  out  "  from  the  presence  of  the  Lord." 

(3)  The  burning  bush. 

(4)  The  Bethel. 

(5)  The  tent  of  meeting  (Ex.  xxxiii.  7-9).  The  word  here 
translated  tabernacle  is  not  mishkhan,  but  ohel. 

7.  When  his  separated  people  were  locally  separated  he 
then  gave  instruction  for  the  erection  of  a  sanctuary  that  he 
might  dwell  among  them. 

11.  We  will  now  go  back  and  trace  the  idea  on  another 
line. 

1.  God  has  never  left  himself  without  some  witness  in  the 
world — generally  visible. 

2.  This  has  been  either  the  actual  presence  or  by  a  sym- 
bol— e.  g. : 


NOTES.  263 

(1)  The  flame  between  the  cherubim  at  Eden. 

(2)  The  pillar  of  fire. 

(3)  The  burning  bush. 

(4)  The  *'  glory  "  filling  the  Tabernacle. 

(5)  The  Shekinah  in  the  Holy  of  holies  in  Tabernacle  and 
Temple. 

(6)  ''  The  glory  of  the  Lord  "  at  Christ's  birth. 

(7)  The  star. 

(8)  The  appearance  at  Christ's  baptism.  In  him  taber- 
nacled or  shekinahed  the  fullness  of  the  Godhead  bodily. 

(9)  The  Pentecost,  "like  as  of  fire." 

(10)  Your  bodies  are  the  temple  of  the  living  God.  "  The 
Holy  Spirit  dwelleth  (shekinahs)  in  you.'' 

The  word  "  shekinah  "  is  not  a  Bible  word,  but  was  used 
by  the  Hebrews  to  refer  to  the  act  of  God's  dwelling,  or  the 
visible  token  of  his  presence.  It  is  from  the  verb  shakan, 
to  dwell,  and  from  this  also  comes  mishkhan^  tabernacle. 
There  is  a  strong  presumption  that  the  Greek  skeney  taber- 
nacle, is  etymologically  the  same;  and  this  is  the  word  that 
is  used  when  Christ  is  spoken  of  as  the  tabernacle  of 
God. 

God,  then,  ordered  Moses  to  construct  a  dwelling  for  him 
in  which  he  could  shekinah. 

III.  We  go  back  again  to  Eden. 

1.  The  place  near  the  altar  became  sacred.  It  was  near 
to  God. 

2.  The  Tabernacle,  or  Holy  of  holies,  was  the  most  holy 
place  in  the  camp. 

3.  The  Holy  Place  was  a  degree  less  holy ;  so  the  court ; 
so  the  outer  open  space ;  so  the  tents  of  the  people ;  outside 
the  camp  was  unholy,  and  hence  the  sin-offerings  were  burnt 
outside. 


264  WESTMINSTER  NORMAL   OUTLINES. 

IV,  The  leading  idea,  then,  taught  by  the  plan  of  the  Tab- 
ernacle and  camp  was  the  separation  of  holiness  from  sin. 

1.  Sin  separates  man  from  God. 

2.  The  tabernacle  services  tauglit  how  communion  might 
be  restored — 

(1)  By  the  shedding  of  blood  at  the  altar.  This  was  the 
type  of  Christ^s  work. 

(2)  By  the  cleansing  of  water  at  the  laver.  This  is  the 
type  of  the  work  of  the  Spirit. 

(3)  By  entrance  into  "the  heavenly  places'' — the  holy 
places — and  there — 

(a)  Enjoying  companionship  with  God  in  the  typical  par- 
taking of  the  shew-bread. 

(6)  In  enjoying  the  light  of  the  truth  displayed  by  the 
Church  through  the  Holy  Spirit's  influences,  as  typified  by 
the  seven-branched  lampstand  and  the  oil. 

(c)  By  prayer,  symbolized  by  the  perfume,  the  unseen, 
spiritual  part  of  the  incense  offered  at  the  golden  altar. 

3.  Complete  restoration,  final  salvation,  was  typified  by 
the  actual  entrance  of  the  high  priest  into  the  Holy  of 
holies,  the  priest  representing  the  people  before  God. 


PART   SECOND,    BIBLE-TEACHING— HISTORY 
AND   PROGRESS. 

The  history  of  Sabbath-schools  is  nearly  allied  to  the  on- 
ward progress  of  the  Church  of  God  in  the  earth.  In  all 
ages,  whenever  pure  religion  has  been  revived,  it  would  seem 
that  especial  attention  has  always  been  given  to  the  early  re- 
ligious instruction  and  training  of  children  and  youth  by  the 


NOTES.  265 

Church  of  God  ;  and  herein  lies  the  grand  Sunday-school 
Idea. 

Says  a  Scotch  divine :  "  Vital  religion  and  the  godly  up- 
bringing of  the  young  have  ever  gone  hand  in  hand." 

The  soul  is  diseased,  and  a  Bible  education  is  the  only 
remedy.  In  that  wonderful  Book  which  extends  its  record 
over  the  long  period  of  four  thousand  years  of  this  world's 
history  there  is  throughout  a  wonderful  regard  for  children. 
Of  the  patriarch  Abraham  nearly  four  thousand  years  ago  it 
was  written :  "  For  I  know  him,  that  he  will  command  his 
children  and  his  household  after  him,  and  that  they  shall 
keep  the  way  of  the  Lord"  (Gen.  xviii.  19).  With  what 
wonderful  power  does  the  history  of  the  childhood  of  Joseph 
and  Moses  and  David  and  Samuel  and  Daniel  illustrate  the 
value  of  the  instruction  and  relio^ious  trainino;  of  children ! 
When  Moses,  the  great  lawgiver  of  Israel,  received  the  law 
amid  the  thunderings  and  lightnings  and  earthquakes  of 
Mount  Sinai,  he  called  "all  Israel"  together  (Deut.  v.  1), 
and  by  divine  direction  his  words  were  (Deut.  vi.  6) :  "  Hear, 
O  Israel.  .  .  .  These  words  which  I  command  thee  this  day 
.'hall  be  (1)  in  thine  heart:  and  (2)  thou  shall  teach  them  dili- 
gently unto  thy  children,"  etc. — ?'.  e.  the  Cluirch's  (children, 
not  parents  exclusive,  but  inclusive.  "  Israel  "  that  was 
called  upon  by  Moses  was  the  Church  of  God  uj^on  earth, 
and  it  is  her  express  duty  to  the  end  of  time  to  iBee  that  all 
her  children  shall  be  "  taught  of  the  Lord."  It  is  true  that 
parents  are  the  divinely-appointed  guardians  and  instructors 
of  their  children,  and  this  obligation  rests  upon  them ;  and 
yet  they  are,  alas !  too  often  incapable  of  the  religious  in- 
struction of  their  own  children  or  of  any  other,  besides  be- 
ing often  indifferent ;  and  tlie  Church  of  God,  by  her  cate- 
chetical or  Sabbath-school  instrnction,  has  always  had,  and 
probably  will  always  have,  to  snpply  the  lack  of  unfaithful 

23 


266  WESTMINSTER  NORMAL    OUTLINES. 

parents.  There  is  no  agency  that  so  supplies  the  lack  of 
mothers  as  a  good  Sabbath-school. 

It  was  not  until  nearly  the  close  of  the  second  century,  or, 
according  to  Tertullian,  in  the  year  A.  d.  180,  that  the  Chris- 
tian Church  felt  compelled,  in  order  to  check  the  defection 
of  heathen  converts,  to  set  about  the  establishment  of  those 
celebrated  catechumenical  schools,  of  which  Origen  was  one 
of  the  catechists,  for  the  systematic  religious  instruction  by 
the  Church  of  Christ  of  the  children  and  youth.  So  useful 
and  necessary,  however,  did  this  work  prove  itself  to  be 
that  very  similar  schools  were  universally  established. 

They  continued  to  flourish  until  near  the  sixth  century, 
when  they  declined,  and  became  obscured  for  ten  long  centu- 
ries in  the  gloom  of  the  Dark  Ages,  with  only  an  occasional 
prince  or  pastor  or  layman,  in  the  spirit  of  the  Master,  to 
teach  the  children  the  way  of  life. 

In  the  sixteenth  century,  however,  on  the  dawn  of  the  Ref- 
ormation, Martin  Luther  established  his  celebrated  Sunday- 
schools  at  Wittemberg  in  the  year  1527,  and  soon  after  John 
Knox  inaugurated  the  Sunday-schools  of  Scotland,  "with 
readers,''  as  the  history  of  Scotland  informs  us,  in  1560  ;  so 
that  on  the  incoming  of  the  Reformation  the  children  were 
again  "taught  of  the  Lord."  In  the  year  1580,  Borromeo, 
the  pious  archbishop  of  Milan,  established  a  system  of  Sun- 
day-schools throughout  his  large  diocese  in  Lombardy. 

In  our  own  land  our  Pilgrim  Fathers  early  entered  upon 
the  work,  for  Ellis,  in  his  Histoi-y  of  Roxhury,  Mass.,  says : 
"In  1674,  6th  11th  month,  is  the  first  record  of  a  Sabbath- 
school."  The  records  of  the  Pilgrim  Church  in  Plymouth, 
Mass.,  inform  us  that  a  Sabbath-school  was  there  organized 
as  early  as  1680.  Joseph  Alleine,  the  author  of  the  Alarm 
to  the  Unconverted,  opened  a  Sabbath-school  in  England  in 
1688,  and  many  others  might  be  mentioned   in   both  coun- 


NOTES.  267 

tries  in  succession.  But  the  first  Sabbath-school  of  whicli 
we  have  any  authentic,  definite  and  detailed  account,  extend- 
ing over  a  period  of  a  quarter  of  a  century,  was  that  estab- 
lished by  Ludwig  Hacker  in  Ephratah,  Lancaster  county, 
Pa.,  as  early  as  the  year  1747.  It  was  continued  unintei- 
ruptedly  during  a  period  of  more  than  thirty  years,  until 
the  building  was  taken  for  a  soldiers'  hospital  in  the  time 
of  the  Revolutionary  War.  It  enjoyed  precious  seasons  of 
revivals,  and  had  its  children's  meetings,  and  we  are  in- 
formed that  many  children  were  hopefully  converted  to  God. 
We  have  before  us  a  long  letter  from  Dr.  Fahnestock  to 
the  Rev.  W.  T.  Brantley,  D.  D.,  of  Philadelphia,  written  in 
1835,  detailing  many  interesting  facts  connected  with  the? 
history  of  this  Sabbath-school,  drawn  from  living  pupils  and 
records. 

Robert  Raikes  instituted  not  only,  but  oi^ganizedj  the  sys- 
tem of  Sabbath-schools  and  popularized  them  in  England  in 
Gloucester  in  February,  1781.  All  benevolence  was  single- 
handed  until  such  men  as  Robert  Raikes  and  William  Wil- 
berforce  organized  it  and  sent  it  forth  systematized  on  its 
errand  of  love,  mercy  and  salvation  throughout  the  whole 
world. 

Before  this,  as  we  have  seen,  there  were  isolated,  occasional 
Sabbath-schools,  but  their  influence  was  confined  mainly  to 
one  city,  one  town,  one  church,  and  expired  with  an  indi- 
vidual. 

But  Robert  Raikes  "  founded  Sabbath-schools  for  the 
Church  universal."  John  Wesley  i)reached  and  organ- 
ized. George  Whitefield  preached,  and  did  not  organize. 
Robert  Raikes  organized  Sabbath-schools,  but  his  prede- 
cessors did  not  do  so,  and  we  can  in  both  cases  see  the  im- 
portant diiference.  Within  the  short  space  of  four  years 
from  the  period  when  Mr.  Raikes  established  his  first  Sab- 


268  WESTMINSTER  NORMAL   OUTLINES. 

bath-school  in  Gloucester,  England,  more  than  one  qnarter 
of  a  million  of  children  in  England  were  enjoying  the  bless- 
ing of  Sabbath-school  instruction.  All  honor,  then,  to  Rob- 
ert Raikes ! 

To  Bishop  Asbury  appears  to  belong  the  honor  of  intro- 
ducing Robert  Raikes's  idea  of  Sabbath-schools  into  this 
country  in  Virginia  in  1786.  How  long  the  school  was  con- 
tinued, or  what  was  its  influence  in  Virginia,  we  are  unable 
to  state. 

The  first  "  Sunday-school  Society  "  was  formed  in  Lon- 
don September  7,  1785.  This  was  on  the  system  of  paid 
teachers,  but  when  the  plan  of  voluntary  unpaid  teachers 
had  become  established  this  society  gave  place  to  the  present 
"  London  Sunday-school  Union,"  which  was  organized  to 
meet  this  change  on  the  13th  of  July,  1803.  Both  of  these 
societies  were  formed  on  the  union  plan,  embracing  the  va- 
rious denominations,  the  first  including  an  equal  nui.:ber  of 
Churchmen  and  dissenters  in  its  management. 

The  First  Day  or  Sunday-school  Society  in  Philadelphia 
was  organized  in  1791,  and  Bishop  White  was  its  first  pres- 
ident. 

We  learn  from  a  carefully-prepared  editorial  in  the  first 
volume  of  the  Sunday -aehool  Teaehe7'^s  Magazine  and  Jour- 
nal of  Edueatlon,  published  in  New  York  1823,  that  after 
a  careful  personal  interview  oF  the  editor  with  the  parties,  he 
had  been  enabled  to  ascertain  the  precise  time  and  the  cir- 
cumstances under  which  the  first  Sabbath-school  was  com- 
menced in  New  York  City.  Mr.  and  Mrs.  Divie  Bethune 
had  spent  part  of  the  years  1801  and  1802  in  England,  where 
they  had  observed  the  progress  of  Sunday-schools  in  Great 
Britain;  and  on  their  return,  in  connection  with  their  pious 
mother,  the  late  Mrs.  Isabella  Graham,  they  arranged  their 
plans,  and   "  in  the  autumn  of  1803  these  three  Christian 


NOTES.  269 

pliilanthropists  opened  the  first  Sunday-school  in  New  York 
for  religious  and  catechetical  purposes,  at  their  own  ex])ense, 
at  the  house  of  Mrs.  Leech  in  Mott  Street."  Mrs.  Graham 
and  Mr.  and  Mrs.  Bethune  then  established  two  other  Sab- 
bath-schools in  other  j)arts  of  the  city,  and  soon  after  one 
for  the  children  in  the  Almshouse  in  New  York. 

It  is  to  the  same  source  that  adult  Sabbath-schools  owe 
their  commencement  in  this  country,  or  at  least  in  New  York. 
Mrs.  Graham,  it  is  stated,  oj)ened  the  first  adult  school  in 
Greenwich  in  1814,  on  the  second  Sabbath  in  June,  only 
about  two  months  before  her  death.  We  are  thus  partic- 
ular to  state  these  facts,  for  we  are  aware  that  a  later  date 
has  been  insisted  upon  for  the  inauguration  of  the  first  Sun- 
day-school in  New  York. 

R.  G.  Pardee,  in  S.  S.  Index. 


Appendix  to  Lesson  VIII. ,  pp.  161,  162. 

Mr.  S.  a.  Espey,  an  experienced  and  successful  educator 
of  Allegheny,  Pa.,  sends  this  outline  on 

SABBATH-SCHOOL   TEACHING. 
T.  (Object. 

1.  To  win  souls  to  Christ, 

2.  To  build  up  souls  in  Christ. 
By- 

(1)  Imparting  andl  f  Words, 

fixing  in  the     >  Knowledge  of  Scripture  <  Meaning, 
mind  J  I  Doctrine. 

(2)  Arousing  Aspiration.  '  /Intellect.\ 


(3)  Exciting  Determination 
think, 
act. 


(4)  Training  I  ^^ 


2H  * 


Feelings. 

Will. 

Person. 


270  WESTMINSTER  NORMAL   OUTLINES 

II.  Needs. 

1.  Divine  aid. 

2.  Theoretican 

and  Knowledge  of   |  CACHING. 

r'ractical    J 

fOf  truth, 

3.  LOVE  I  Of  souls, 

I  Of  teaching. 

4.  TACT. 

ni.  Key  to  Success. 

Arousing  |   the  self-activity   f  Thinking, 
and         >  of  ^  Speaking, 

(ruiding  J         pupils  in         I   Acting. 

IV.  Introduction  to  the  Lesson. 

1.  Objects: 

(1)  To  win  attention. 

(2)  To  excite  interest. 

(3)  To  connect  past  lessons  with  the  present  lesson. 

2.  Ppepapatlon. 

1.  At  Lome- I  Through  study; 

i  A^/ ell -arranged  plan. 

2.  At  school — 

(1)  Before  opening  exercises — 

(a)   Cordial  greeting  of  each  pupil.     S.  H.* 

(6)  Arrange  class. 

(c)  Secure  favorable  surroundings. 

(2)  After  opening  exercises — 
(a)  Attend  to  business  matters. 
(6)  Banish  lesson-papers. 

*  Shake  hands. 


NOTES.      '  271 

3.  Teach — 

(1)  Reverently. 

(2)  Earnestly. 

(3)  With  a  brief  review  of  the  last  lesson. 

(4)  Naturally. 

(5)  Simply. 

(6)  With  variety — no  two  successive  lessons  in  the  same 

way. 

(7)  With  adaptation  to  the  class. 

(8)  Seizing  timely  circumstances  of  time  or  place. 


To  Lesson  X.  (pp.  165,  166)  the  Following,  by  Mr. 
S.  A.  EsPEY,  OF  Allegheny,  Pa.,  will  prove  an  ad- 
dition : 

QUESTIONING. 

I.  Objects. 

-,     rp  *  .,  ,  f  knowledge  ; 

1.    lo  measure  dudiIs  J  ^   ' 


•1  ,  f  knowk 
pupils  J 

\  power. 


2.  To  arouse  and  i 

stimulate      |««'f->'<^^tivity: 


Curiosity, 

Memory, 

Thirst  for  knowledge, 

Purpose  to  obtain  it. 


3.  To  impart  } 

and  fix     I  knowledge. 

4.  To  correct  errors. 

5.  To  t€st  the  work  of  pupils  and  teacher. 

II.  Kinds  of  Questions. 

1.  Test  questions. 

2.  Teaching  questions. 

3.  Ilhistrative  questions. 


272  WESTMINSTER  NORMAL   OUTLINES. 

III.  Characteristics  of  Good  Questions. 

1.  Adaptation  to  the  pupils. 

2.  Clearness  and  conciseness. 

3.  Relevance. 

4.  Logical  order. 
6.  Variety. 

IV.  Hints  on  Questioning. 

1.  Begin  at  the  beginning. 

2.  Begin  with  an  easy  question. 

3.  Avoid — 

(1)  Questions  requiring  only  "Yes"  or  "No"  for  an  an- 
swer. 

(2)  Questions  giving  a  choice  between  two  answers. 

(3)  Questions  comprising  several  parts. 

(4)  Questions  that  are  unnecessary,  frivolous  or  unanswer- 
able. 

(5)  Repeating  the  answers  of  pupils. 

(6)  Giving  any  part  of  the  answer  in  the  questioYi. 

4.  Refer  questions  of  pupils  to  the  class. 

5.  Lead  pupils  to  discover  their  own  mistakes. 

6.  Question  the  lesson  into  the  pupils,  and  then  question 
it  out  again. 


Students  will  also  find  very  suggestive  these 

OUTLINE    NOTES    ON    QUESTIONING, 

By  James  Hughes,  Inspector  of  Schools,  Tokonto. 
I.  Kinds. 

1.  Tentative^  or  preliminary. 

2.  Teackmg,  or  instructive  (Socratic). 

3.  Testing. 


NOTES.  273 

1.  Tentative. 

(a)  Probe  to  find  previous   knowledge,  benefit  to  pupils 
and  teacher. 

(6)  To  gain  attention. 

(c)  To  form  basis  for  lesson  and  connect  with  past  lessons. 

2.  Teaching. 

(a)  Lead  in  making  discoveries ;  guide, 
(6)  Be  logical — 

1.  From  eifect  to  cause. 

2.  From  cause  to  eifect. 
(c)  Step  by  step. 

3.  Testing — Reviewing^  Repeating. 

ia)   Thorough.    (Find  out  how  little,  not  how  much,  pupils 
know.) 

(6)  Only  on  work  taught  or  assigned. 
(c)  Never  should  be  neglected. 

General  Rules. 

1.  Neve)-  ask  in  rotation  or  set  order. 

2.  Never  indicate  the  pupil  to  receive  the  question  until 
it  has  been  stated. 

3.  Do  not  repeat  a  question  for  the  inattentive. 

4.  Let  questions  be  simple,  or  pupils  guess  or  keep  si- 
lence. 

5.  Make  simpler  if  not  understood. 

6.  Vary  form  if  pupils  cannot  answer. 

7.  Questions  should  admit  of  only  one  correct  answer. 

8.  Suit  the  difficulty  to  the  advancement  of  class. 

9.  Do  not  indicate  the  answer  by  emphasis,  tone,  counte- 
nance, form  of  question  or  part  of  a  word,  etc. 


274 


WESTMINSTER  NORMAL  OUTLINES. 


10.  If  using  elliptical  questioning,  let  omissions  be  defi- 
nite. 

11.  Do  not  insist  on  book  form  or  set  form  of  words,  ex- 
cept verses  of  Scripture  and  definitions  in  certain  subjects. 

12.  Avoid  a  set  form  of  words  in  asking  questions. 

13.  Do  not  use  book  questions. 

14.  Give  every  question  to  every  pupil — then  ask  one  for 
answer. 


HOW. 

OBJECTS. 

1.  Always      state 
Question       to 
whole  class. 

2.  For    individtial 
answers? 

Tentative. 

Teaching. 

Testing. 

Chiefly. 

Chiefly. 

Reviewing. 

Repeating. 

Exclusively. 

Sometimes. 

3.  For    simultane- 
ous answers? 

Rarely. 

No. 

No. 

Yes. 

4.  Elliptical? 

No. 

Allowable,  es- 
pecially   with 

juniors. 

Only  with  ju- 
niors. 

Yes,  with  any 
class. 

5.  Suggestive? 

No. 

Rarely.    Only 
when        una- 
voidable. 

No. 

Rarely. 

6.  Alternative? 
(Admitting    of 
only  two   possi- 
ble answers.) 

No. 

Rarely. 

No. 

Rarely. 

7.  Written? 

No. 

Capital  meth- 
od of   assign- 
ing work. 

Yes,when  cir- 
cumstances 
permit. 

No. 

8.  Rapidly? 

No. 

No,  \)utp7'omp(- 
ly  after  an  an- 
swer is  given. 

Yes. 

Yes. 

INDEX. 


A. 

Adult  classes,  230. 

Call  for  them,  230,  231. 

Difficulties,  232. 

All  these  can   be  surmounted, 

232. 
The  teacher  needed,  232. 
Require  pastoral  work  from  the 

teacher,  233. 
Special  suggestions  for  teaching, 
233,  234. 
Agabus  warns  Paul,  74. 
Alden,  Mrs.  G.  R.,  arguments  against 
subdivision  of  primary  classes, 
238,  239. 
Answers,  difficulty  of  securing,  167. 
Antioch,  first  evangelized  by  "lay- 
men," 45,  46. 
Barnabas's    and    Saul's   labors 

there,  45,  46. 
Place  of  departure  of  first  mis- 
sionary, 47,  48. 
Paul  returns  thither,  49. 
ApoUos  in  Ephesus,  69,  71. 
Apostolic  Age,  the,  9. 
Defined,  9. 
Its  importance,  10. 
Relations  to  Christ's  life,  10,  11. 
Method  of  studying,  12,  13. 
Architecture      of      Sabbath-school 
rooms,  203. 


Need  of  attending  to,  203. 
Qualities   of  a   good    Sabbath- 

sthool  room,  203,  204. 
Special    adaptations    to    adult 

classes,  233. 
Special  adaptations  to  primary 

classes,  236. 
Athens,  62. 

First  preaching  there,  62. 
Paul's  address  on  Mars'  Hill,  62. 


Baptism  of  the  Holy  Spirit  promised, 
142. 
How  obtained,  142,  148. 

Barnabas  accompanies  Paul  to  Coun- 
cil at  Jerusalem,  53. 

Bell,  use  of,  171. 

Biographical  outlines,  advantages  of 
personal  centres,  13, 

"  Brethren   of   the    Lord,"    contro- 
versy concerning,  120,  121. 

Burrus,    his    supposed    relation    to 
Paul's  imprisonment,  94. 

O. 

Call,  the  teacher's,  143. 

Proof  of  a  divine  vocation  to 
teach  in  the  Sabbath-school, 
143,  144. 
Signs  of  such  vocation,  144, 145. 
275 


276 


INDEX. 


Careless  scholars,  240. 

Who  are  they  ?  240,  241. 
Peculiarities,  241,  242. 
Teacher's  duties  to,  242-244. 
Catechism,  222. 

What  it  is,  222. 

Why  it  should  be  taught,  222, 

223. 
How  answer  objections  against, 

223-225. 
Who  are  to  teach  it,  226. 
Character,  the  teacher's  personal,  145. 
What  this  is,  145. 
Influence  of,  146. 
Elements  of  a  true  character, 

147. 
Wins  attention,  200. 
Chart  of  Paul's  life  and  letters,  119. 

Of  Peter's  life  and  letters,  34. 
Church,  term  first  applied  to  the  as- 
sembly of  Christians  at  Pen- 
tecost, 20. 
(xradually  prepared  for  Paul's 

work,  38. 
Divine  idea  of,  98. 
Ordination,  48. 
First  Council,  54-56. 
The  divinely-appointed  reform- 
er, 229. 
Her  distinctive  doctrines  to  be 

taught,  222,  226. 
Children  to  attend,  207-210. 
Clement    of    Kome,    testimony    to 

Paul's  release,  101. 
Collections  from  Gentile  for  Judsean 

churches,  55,  73,  74. 
Colossian  church  ;  its  origin,  94. 
Colossians,  Epistle  to  the,  analysis, 
95,  96. 
Object,  95. 
Where  and  when  written,  93. 


Corinthians,  First  Epistle  to  the,  an- 
alysis, 81-83. 
Where,  when,  and  why  written, 
72,81. 
Corinthians,  lost  Epistles  to  the,  71, 

72. 
Corinthians,  Second  Epistle  to  the, 
analysis,  83,  84. 
Character,  83. 

Where,  when  and  why  written, 
73,  83. 
Cornelius  converted,  23. 
Corinth,  origin  of  church  there,  63, 

64. 
Council  at  Jerusalem,  its  authority, 
56. 
Its  decision,  54. 
Its  occasion,  53. 
Its  proceedings,  54. 
Its  results,  55. 

D. 

Diana,  worship  of,  70. 
Difficulties,  how  overcome,  167. 
In  obtaining  answers,  167. 
In    inducing    scholars    to    ask 

questions,  168. 
In  impressing  the  lesson,  168. 
In   finding  sufficient   time   for 
teaching  the  lesson,  169. 
Disciples   of  John    the   Baptist   in 

Ephesus,  69. 
Doctrines  of  Peter,  29,  30. 

Of  Paul,  50-52,  55,  56,  66,  67, 

84,  100,  109,  113-116. 
Of  James,  123. 

Table  of  the  principal  doctrines 
taught  by  the  apostles,  138. 

E. 
Empires — Egyptian,  Chaldean,  Per- 


INDEX. 


277 


sian,   Grecian,  Roman — pre- 
pared world  for  Christ.  36. 
Enthusiasm,  power  of,  in  teaching, 

201,  202. 
Epaphras,  "  minister  "  of  Colossian 

church,  94,  95. 
Ephesian  elders,  Paul's  farewell  ad- 
dress to  the,  74,  98. 
Ephesians,  Epistle  to  the,  97. 
Analysis  of,  97. 
Correspondences  with  Acts  xx., 

98. 
Object,  97. 

To  whom  written,  97. 
Where  and  when  written,  93,  96. 
Ephesus,  importance  of,  68. 
Erastus  sent  from  Ephesus  to  Cor- 
inth, 71. 
Epistles,  general  view  of  Paul's,  65. 
Europe,  first  preaching  of  gospel  by- 
apostles  in,  60. 
Eusebius's  testimony  to  Paul's  re- 
lease, 101. 
Executive  ability  defined,  248,  249. 
Special  qualification  of  a  super- 
intendent, 249. 
Eye-teaching,  172,  173. 

P. 

False  teachers  in  Colosse,  95. 

Referred  to  in  Pastoral  Epis- 
tles, 105,  106. 


Galatia,  origin  of  name,  68. 
Galatians,  Epistle  to  the,  70. 

Where,  when  and  why  written, 
70. 
Galatians,  character  and  origin  of 
the,  68. 
24 


Galatians,  Paul's  work  among  the, 
67,  68. 

Galatians,  Epistle  of  Paul  to,  75. 
Its  authenticity,  occasion,  con- 
tents, 75,  76. 
Date  and  peculiarities,  77. 

Galatia  first  evangelized,  59. 

Geography.    See  Map-Sketching. 

Gift  of  tongues,  what  was  it  ?  20. 

Greek  language,  diffusion  of,  36,  37. 


Hart,  Rev.  J.  S.,  D.  D.,  quoted,  244, 

248. 
Heathen  religions,  decay  of,  37. 
Hebrews,  Epistle  to  the,  107. 

Authorship  disputed,  107. 

Contents,  108,  109. 

Doctrinal  value,  109. 

Object  and  probable  date,  108. 

To  whom  written,  108. 
Heretics,  apostolic  definition  of,  106. 
Holy  Spirit,  the,  141. 

The  teacher's  need  of,  141,  142. 

Promised,  142. 

To  be  sought,  142,  143. 
Home,  Bible  study  at,  186. 

Object,  186. 

Method,  187-189. 


Immorality  in  Corinthian  church,  71. 
Infant  class.  See  Primary  Class. 
Influence,  unconscious,  146. 

Of  teacher's  character,  146. 
Inquirers,  the  teacher  dealing  with, 
180. 

Necessity  of  preparation  for,  180. 

Rules  for,  182,  183. 
Institute,  156. 


278 


INDEX. 


Interruption  of  teachers  while  teach- 
ing should  be  avoided,  168, 
169,  214. 

Superintendent  should  prevent, 
247. 
Interest   in    study,  how  to  awaken, 
161. 

Necessity  of,  161. 

Motives  to  which  we  should  ap- 
peal, 161,  162. 

Methods  of  awakening  interest, 
162,  163. 

J. 

James,  his  opinion  at  Council  at  Je- 
ruscilem,  54. 
Author  of  the  Epistle,  120. 
Sources  of  information,  120. 
Who  he  was,  120-122. 
His  life,  122,  123. 
Doctrinal  position,  123. 
His  work,  124. 

His    Epistle,   canonicity,   date, 
persons  addressed,  design  and 
style,  125,  126. 
Jewish-Christian  view  of  Mosaic  law, 

53. 
Jews,  dispersion  of,  35,  36. 
John  the  Apostle,  127. 
His  work,  127,  128. 
First  Epistle  of,  129. 
Authenticity,   date,   design,  di- 
visions, 129,  130. 
Second  and  Third  Epistles  of, 

130. 
Design,  130. 
Character  of,  135-137. 
Jude,  the  author  of  the  Epistle,  131. 
Who  he  was,  131. 
His  Epistle,  its  date,  131.     Its 
contents,  131, 132. 


.Judaistic  controversy,  53. 
"  Judaizers,"  different  from  "  Jewish 
Christians,"  53. 
Their  opposition  to  Paul,  53,  55, 

70. 
Their  rise  and  extreme  doctrine, 
53. 
Judas   sent  by  Council  to  Antioch, 
55. 

K. 
Knox,  Mrs.  A.  W.,  ideas  of  subdi- 
vision of  primary  classes,  236- 
238. 

L. 

Lecture  system  in  the  Sabbath-school, 
158,  159. 
Advantages  of  making  the  class- 
exercise  a  lesson,  159,  160. 
Cautions,  160,  161. 
Lesson  or  Lecture?  158. 
Lesson-helps,  Westminster,  187,  188, 

189. 
Luke  accompanies  Paul  from  Phil- 

ippi  to  Jerusalem,  73,  74. 
Luke  accompanies  Paul  on  the  voy- 
age to  Rome,  91. 
Lystra,  49. 

Paul's    and    Barnabas's   labors 

there,  49. 
Paul's  address  there,  52. 

M. 
Management.     See  Order. 
Manner,  teacher's,  166. 

Helps     in    securing    attention, 
201. 
Map-Sketching,  175. 
Utility  of,  175,  176. 
General    instruction    for,    177- 
179. 


INDEX. 


279 


McCormick,  Mr.  James,  233. 

His  men's  class,  233. 

Methods  of  working,  233. 
Method  and  manner^  negative  rules 
for,  165. 

For  method,  165,  166. 

For  manner,  166. 
Motives,  the  teacher's,  148. 

Necessity  of  true  motives,  148. 

Nature  of,  149. 

The  scholar's,  162. 
Muratori  Canon,  testimony  to  Paul's 

release,  101. 

N. 
Normal  Class,  156. 


Older    scholars,    how   retain,    230- 

234. 
Onesimus,  96. 
Outline  of  Paul's  life  and   letters, 

119. 
Outline  of  Peter's  life  and   letters, 
34. 

P. 
Palestine,  map  of,  179,  180. 

Instruction    for   drawing,    179, 
180. 
Parents'  duty  of  teaching  the  Sab- 
bath-school lesson    at   home, 
186. 
How  this  can  be  done,  187-189. 
Need  lesson-helps,  189. 
Should  bring  their  children  to 

church,  208,  209. 
Should  teach  Catechism  at  home, 

226. 
Should  inculcate  temperance  at 
home,  228,  229. 
Parties  in  Corinthian  church,  71,  81. 


Pastor  as  conductor  of  the  normal 

class,  155. 
How  secure  attendance  of  chil- 
dren at  church,  209. 
Place  of  his  address  in  order  of 

exercises,  215,  216. 
Quotation  from  James's  Earnest 

Ministry,  219. 
Pastoral  Epistles,  not  to  be  inserted 

in  the  narrative  of  Acts,  102- 

104. 
Paul  the  Apostle,  sources  of  infor- 
mation, 35. 
Gentile  world  prepared  for,  35, 

36,  37. 
Church  prepared  for,  38,  39,  40. 
Birth  and  early  education,  41. 
Later  education,  42. 
Persecutions  of  the  Church,  42. 
His  conversion,  43. 
First  preaching  and  retirement 

in  Arabia,  44. 
Early  labors  at  Antioch,  44,  45. 
First  visit  to  Jerusalem  after  his 

charge,  45. 
First    missionary    journey,    its 

origin,  geography,  incidents, 

methods  of  work,  doctrines, 

results,  47-52. 
Attends  Council  at  Jerusalem, 

53. 
Friendly  relations   with   other 

apostles,  54. 
Second  missionary  journey,  its 

geography,  58. 
History,  59. 

The  gospel  in  Europe,  60. 
First  Gentile  persecution,  60,  61. 
Address  on  Mars'  Hill,  62. 
Work  at  Corinth,  63,  64. 
Beginning  of  his  Epistles,  64, 65. 


280 


INDEX. 


Doctrines  of  the  second  journey, 

66,  67. 

From  Antioch  to  Ephesus,  67, 
68. 

Third  missionary  journey,  67- 
74. 

Life  in  Ephesus,  68-72. 

Events  recorded  in  Acts,  70. 

Epistles  written,  70-72. 

Events  not  recorded  in  Acts, 
70-72. 

Unrecorded  visit  to  Corinth, 
71. 

Second  journey  to  Macedonia, 
72,  73. 

Second  recorded  visit  to  Cor- 
inth, 73. 

Return  from  Corinth  to  Jeru- 
salem, 73,  74. 

Doctrinal  results,  84. 

Arrested  in  Jerusalem,  85. 

Defence  before  the  Jews,  85. 

Defence  before  Felix,  87. 

Imprisonment  at  Csesarea,  88. 

Defence  before  Festus,  88. 

Appealed  to  Caesar,  89. 

Defence  before  Agrippa  and 
Festus,  89. 

Voyage  to  Rome,  90,  91. 

First  imprisonment  at  Rome, 
92-94. 

Epistles  written  from  Rome,  93, 
94-99,  107. 

Life  in  Rome,  doctrinal  results, 
100. 

Released  from  first  Roman  im- 
prisonment, proof  from  an- 
cient testimony,  101. 

Proof  from  Pastoral  Epistles, 
102-104. 

Death,  104. 


Life  after  release  from  fii-st  Ro- 
man imprisonment,  104. 

Work  as  a  missionary,  110-112. 

Work  as  a  leader  of  the  Church, 
112,  113. 

Work  as  a  theologian,  113-116. 

Diversity  of  topics,  113. 

Development  of  his  system,  114. 

Relation   to   other  New-Testa- 
ment writers,  115. 

Value  of  his  system,  116. 

Personal  character,  116. 
Pentecost,  19. 

Why  the  Spirit  came  on  that 
day,  19. 

Peter's  sermon  at,  its  effects,  20. 
Persecutions :  Jewish,  of  Peter,  21. 

Of  Stephen,  42. 

Of  Paul,  45,  85,  86,  87,  49. 

Gentile,  60,  61,  70. 
Peter  the  Apostle,  sources  of  informa- 
tion in  studying,  17. 

Preparation,  14,  15,  16. 

Work  (before  Pentecost),  18. 

Work  (at  and  after  Pentecost, 
19,  20. 

Imprisoned,  21. 

Visit  to  Samaria,  22. 

Miracles  at  Lydda  and  Joppa, 
22. 

Receives     Cornelius    into    the 
Church,  23. 

His  first  conference  with  Paul, 
23. 

Speech  at  the  Jerusalem  Coun- 
cil, 24. 

Error  and   rebuke  at  Antioch, 
24,  25. 

Missionary  labors,  25. 

His  First  Epistle,  address,  date, 
design,  divisions,  26,  27. 


INDEX. 


281 


Second  Epistle,  canonicity,  date, 

etc.,  27. 
Character,  28. 
Doctrines,  29. 

Papal  tradition  concerning  Pe- 
ter examined,  31,  32. 
Mission  in  the  early  Church, 

33. 
His  argument  for  free  admission 

of  the  Gentiles,  54. 
His  conduct  at  Antioch,  55. 
Philemon,     member    of    Colossian 

church,  94,  96. 
Epistle  to,  96. 
Philip  the  Deacon,  74. 
Philippi  fii-st  evangelized,  60,  61. 

Epistle  to,  99. 
Philippians,  Epistle  to  the,  99. 
Analysis,  99. 
Character,  99. 
Where,  when  and  why  written, 

93,  99. 
Preparation.     See  Training. 
Primacy  of  Peter  examined,  31,  32. 
Primary  class,  the,  234. 

The  best  name  for  it,  234. 
Why  the  most  important  class, 

234,  235. 
Its  place  of  meeting,  235,  236. 
Age  of  primary  scholars,  236. 
Should  it  be  subdivided  ?  236. 
Arguments  for,  236-238. 
Arguments  against,  238,  239. 
The  primary  teacher,  239. 
Characteristics  of  good  primary 

teaching,  240. 


Revelation,  book  of,  133. 
Its  author  and  date,  133. 
Design,  134. 

24* 


Division  of   its   contents,   134, 
135. 
Reverence,  its  lack  in  this  country, 

220. 
Roman  Church,  93. 

Differences  in  the,  93. 
Jewish  ignorance  of  the,  92. 
Paul's    relation    to,    while    in 
Rome,  93. 
Romans,  Epistle  to  the,  78. 

Where  and  when  written,  73. 
Its  authenticity,  circumstances 
of  the  church  at  Rome,  object 
of  the  Epistle,  78. 
Contents,  79,  80. 
Peculiarities,  80,  81. 
Routine  teaching,  mere,  useless,  220, 
221. 

S. 

Samaria  evangelized,  22. 

Silas  sent  by  Council   to  Antioch, 

55. 
Sorcerers    converted     in     Ephesus, 

70. 
Stephen,    accusation    and     defence, 
38. 
Effect  of  his  martyrdom  on  Saul, 
42. 
Study  out  of  school,  163. 
Necessity  of,  163. 
How  can  the  scholar  be  induced 
to  study  out  of  school  ?  164. 
Superintendent,  the,  244. 
Importance  of,  244. 
A  ruler,  244. 
A  teacher,  245. 
Duties  to  himself,  245. 
Duties  to  the  teachers   of   the 

school,  246. 
Duties  in  the  school,  247. 


282 


INDEX. 


Duties  during  the  week,   247, 

248. 
Qualifications  of,  248. 
Governing    faculty    described, 

248,  249. 
How  chosen,  249,  250. 


Teacher,  the  Sabbath-school,  141. 
His  Helper — the  Holy  Spirit, 

141-143. 
His  divine  call,  143-145. 
His  personal  character,  145-147. 
His  motives,  148,  149. 
His  training,  150-157. 
Needs  general  training,150, 153. 
•     What  he  needs  to  know,  154. 
Experience  and  practice,  154, 

155. 
How  teachers  are  trained,  155- 

157. 
How  arouse  interest  in  study, 

161-163. 
Should   not  lecture,  but  teach, 

158-161. 
How  secure  study  out  of  school, 

163-165. 
How  not  to  teach,  165,  166. 
His  difficulties,  167-169. 
How  he  can  keep  order,  170- 

172. 
How  he  can  use  the  blackboard, 

173. 
How  he  can  use  pictures  and 

charts,  174. 
How  he  can  use  objects,  174, 

175. 
How  to  sketch  maps,  175-180. 
How   to    deal   with   inquirers, 

180-182. 


Work   during  the  week,  184- 

185. 
Fitch's  Rules  for  teachers,  190, 

191. 
His  style  of  speaking,  192-194. 
Special  counsels  for,  195,  196. 
Must  have  the  attention  of  the 

class,  197-199. 
How  he  can  secure  attention, 

200-202. 
Should   bring   his   scholars   to 

church,  210. 
Should  not  be  interrupted  when 

teaching,  214. 
Needs      spiritual      earnestness 

above  all  things,  218,  221. 
Should    teach    the  Catechism, 

222,  226. 
Should    inculcate    temperance, 

227,  230. 
Dealing  with  adults,  230-234. 
Dealing  with  troublesome  schol- 
ars, 240-244. 
Dealing  with  primary  scholars, 

234-240. 
Temperance  in  the  Sabbath-school, 

227. 
Reasons  for,  227,  228. 
How  promoted,  229. 
Thessalonica,  first  evangelized,  61. 
Thessalonians,  First  Epistle  to  the, 

65. 
When,  where,  why  written,  65. 
Contents,  65,  66. 
Thessalonians,  Second  Epistle  to  the, 

66. 
Occasion  and  contents,  66. 
Timothy,  references  in  New  Testa- 
ment to,  105. 
Timothy,  First  Epistle  to,  105. 
Analysis,  105,  106. 


INDEX. 


283 


When,  where,  and  why  written, 
105. 
Timothy,  Second  Epistle  to,  107. 
When,  where,  and  why  written, 
107. 
Titus,  referenc&s  in  New  Testament 

to,  106. 
Titus,  Epistle  to,  106. 

When,  where,  and  why  written, 
106. 
Training,  the  teacher's,  154. 

Need  of  teacher-training,  150- 

153. 

In  what  it  consists — knowledge, 

experience  and  practice,  154, 

155. 

Means  of  teacher-training,  155. 

Tychicus,  bearer  of  Epistles  to  Co- 

lossians  and  Ephesians,  96. 
Tyrannus,  school  of,  69. 


Various  methods  of  Normal-Class 
work,  156. 


The  Teachers'  Institute,  156. 

Conventions,  Assemblies,   indi- 
vidual normal  work,  157. 
Vincent,  Kev.  J.  H.,  D.  D.,  240. 

Lesson  on  teacliing  careless 
scholars,  240-244. 

W. 

Week-day     work,     the     teacher's, 
184. 
Need  of,  184. 
Methods  of,  185. 
World,     the     Scripture     map    of, 
178. 
Instructions  for  drawing,  178, 
179. 

Y. 

Young  people,  230. 

Necessity  of  retaining  them  in 
the  Sabbath-school,  230,  231. 

Ordinarily  no  adequate  provis- 
ion made  for  them  in  Sab- 
bath-schools, 231. 


THE   END. 


Date  Due 

- 

• 

^ 

